r 


V- 
JUL 


<  / 


<^eOior.;rr,  ^rtV^^V^ 


( 


REPORTS 


ON  THE 


COURSE  OF  INSTRUCTION 


m 


YALE  COLLEGE; 


BY  A 


COMMITTEE  OF  THE  CORPORATION, 


ACADEMICAL  FACULTY. 


NEW  HAVEN: 

PRINTED  BY  HEZEKIAII  HOWE. 

1828. 


At  a  Meeting  of  the  President  ami  Frlloirs  of  Yale  College, 
Sept.  1 1///,  1827,  the  following  7'csoh(tivn  was  passed  : 

That  His  Excellency  Governor  Tomlinson,  Rev.  President 
Day,  Rev.  Dr.  Chapin,  Hon.  Noyes  Darling,  and  Rev.  Abel 
McEvven,  be  a  committee  to  inquire  into  the  expediency  ot 
so  altering  the  regular  course  of  instruction  in  this  college, 
as  to  leave  out  of  said  course  the  study  of  the  dead  lan- 
guages, substituting  other  studies  therefor ;  and  either  re- 
quiring a  competent  knowledge  of  said  languages,  as  a 
condition  of  admittance  into  the  college,  or  providing  in- 
struction in  the  same,  for  such  as  shall  choose  to  study  them 
after  admittance  ;  and  that  the  said  committee  be  requested 
to  report  at  the  next  annual  meeting  of  this  corporation. 

This  committee,  at  their  first  meeting  in  April,  1828,  af- 
ter taking  into  consideration  the  ca'^e  referred  to  them,  re- 
quested the  Faculty  of  the  college  to  express  their  views  on 
the  subject  of  the  resolution. 

The  expediency  of  retaining  the  ancient  languages,  as  an 
essential  part  of  our  course  of  instruction,  is  so  obviously 
connected  with  the  object  and  plan  of  education  in  the  col- 
lege, that  justice  could  not  be  done  to  the  particular  subject 
of  inquiry  in  the  resolution,  without  a  brief  statement  of  the 
nature  and  arrangement  of  the  various  branches  of  the 
whole  system.  The  report  of  the  faculty  was  accordingly 
made  out  in  two  parts ;  one  containing  a  summary  view  of 
the  plan  of  education  in  the  college;  tlie  other,  an  inoniry 
into  the  expediency  of  insisting  on  the  study  of  the  ancient 
languages. 


4  Resolution. 

This  report  was  read  to  the  committee,  at  their  meeting 
in  August.  The  committee  reported  their  views  to  the  cor- 
poration, at  their  session  in  September ;  who  voted  to  accept 
the  report,  and  ordered  it  to  be  printed,  together  with  the 
papers  read  before  the  committee,  or  such  parts  of  them  as 
the  prudential  committee  and  the  faculty  should  judge  it  ex- 
pedient to  publish. 


REPORT  OF  THE  FACULTY 


PART  I. 


Containing  a  summary  view  of  the  plan  of  education  in  the 

college. 

The  committee  of  the  corporation,  to  whom  was  referred 
the  motion,  to  inquire  into  the  expediency  of  disponsing  with 
the  study  of  the  ancient  languages,  as  a  part  of  the  regular 
course  of  instruction  in  this  college,  having  requested  the 
views  of  the  faculty  on  the  subject,  we  would  respectfully 
submit  the  following  considerations. 

We  are  decidedly  of  the  opinion,  that  our  present  plan  of 
education  admits  of  improvement.  We  are  av\'are  that  the 
system  is  imperfect:  and  we  cherish  the  hope,  that  some  of 
its  defects  may  ere  long  be  remedied.  We  believe  that 
changes  may,  from  time  to  time  be  made  with  advantage,  to 
meet  the  varying  demands  of  the  community  ,  to  accommo- 
date the  course  of  instruction  to  the  rapid  advance  of  the 
country,  in  population,  refinement,  and  opulence.  We  have 
no  doubt  that  important  improvements  may  be  suggested,  by 
attentive  observation  of  the  literary  institutions  in  Europe ; 
and  by  the  earnest  spirit  of  inquiry  which  is  now  so  preva- 
lent, on  the  subject  of  education. 

The  guardians  of  the  college  appear  to  have  ever  acted 
upon  the  principle,  that  it  ought  not  to  be  stationary,  but 
continually  advancing.  Some  alteration  has  accordingly 
been  proposed,  almost  every  year,  from  its  first  establish- 
ment. It  is  with  no  small  surprise,  therefore,  we  occasion- 
ally hear  the  suggestion,  that  our  system  is  unalterable;  that 
colleges  were  originally  planned,  in  the  days  of  monkish  ig- 
norance ;  and  that,  "  by  being  immovably  moored  to  the 
same  station,  they  serve  only  to  measure  the  rapid  current 
of  improvement  which  is  passing  by  them."" 

How  opposite  to  all  this,  is  the  real  state  of  facts,  in  this 
and  the  other  seminaries  in  the  United  States.  Nothing  is 
more  common,  than  to  hear  those  who  revisit  the  college,  af- 
ter a  few  years  absence,  express  their  surprise  at  the  changes 
which  have  been  made  since  they  were  graduated.  Not  only 
the  course  of  studies,  and  the  modes  of  instruction,  have  been 
greatly  varied ;  but  whole  sciences  have,  for  the  first  time, 


6  Report  on  a  Course  of  Liberal  Hducalion. 

been  introduced  ;  chemistry,  mineralogy,  geology,  political 
economy,  (fee.  By  raising  the  qualifications  for  admission, 
the  standard  of  attainment  has  been  elevated.  Alterations 
so  extensive  and  frequent,  satisfactorily  prove,  that  if  those 
who  are  intrusted  with  the  superintendence  of  the  institution, 
still  firmly  adhere  to  some  of  its  original  features,  it  is  from  a 
higher  principle,  than  a  blind  opposition  to  salutary  reform. 
Improvements,  we  trust,  will  continue  to  be  made,  as  rapidly 
as  they  can  be,  without  hazarding  the  loss  of  what  has  been 
already  attained. 

But  perhaps  the  time  has  come,  when  we  ought  to  pause, 
and  inquire,  whether  it  will  be  sufficient  to  make  gradual 
changes,  as  heretofore  ;  and  whether  the  whole  system  is  not 
rather  to  be  broken  up,  and  a  better  one  substituted  in  its 
stead.  From  different  quarters,  we  have  heard  the  sugges- 
tion,  that  our  colleges  must  be  new -modelled ;  that  they  are 
not  adapted  to  the  spirit  and  wants  of  the  age ;  that  they 
will  soon  be  deserted,  unless  they  are  better  accommodated 
to  the  business  character  of  the  nation.  As  this  point  may 
have  an  important  bearing  upon  the  question  immediately 
before  the  committee,  we  would  ask  their  indulgence,  while 
we  attempt  to  explain,  at  some  length,  the  nature  and  object 
of  the  present  plan  of  education  at  the  college. 

We  shall  in  vain  attempt  to  decide  on  the  expediency  of 
retaining  or  altering  our  present  course  of  instruction,  un- 
less we  have  a  distinct  apprehension  of  the  object  of  a  colle- 
giate education.  A  plan  of  study  may  be  well  adapted  to  a 
particular  purpose,  though  it  may  be  very  unsuitable  for  a 
different  one.  Universities,  colleges,  academical,  and  profes- 
sional seminaries,  ought  not  to  be  all  constituted  upon  the 
same  model ;  but  should  be  so  varied  as  to  attain  the  ends 
which  they  have  severally  in  view. 

What  then  is  the  appropriate  object  of  a  college  ?  It  is 
not  necessary  here  to  determine  what  it  is  which,  in  every 
case,  entitles  an  institution  to  the  name  of  a  college.  But  if 
we  have  not  greatly  misapprehended  the  design  of  the  pat- 
rons and  guardians  of  this  college,  its  object  is  to  lay  the 
FOUNDATION  of  a  SUPERIOR  EDUCATION :  and  this  is  to  be 
done,  at  a  period  of  life  when  a  substitute  must  be  provided 
for  parental  superintendence.  The  ground  work  of  a  thor- 
ough education,  must  be  broad,  and  deep,  and  solid.  For  a 
partial  or  superficial  education,  the  support  may  be  of  looser 
materials,  and  more  hastilv  laid. 


Report  on  a  Course  of  Liberal  Education,  7 

The  two  great  points  to  be  gained  in  intellectual  culture, 
are  the  discipline  and  the  furniture  of  the  mind  ;  expanding 
its  powers,  and  storing  it  with  knowledge.  The  former  of 
these  is,  perhaps,  the  more  important  of  the  two.  A  com- 
manding object,  therefore,  in  a  collegiate  course,  should  be, 
to  call  into  daily  and  vigorous  exercise  the  faculties  of  the 
student.  Those  branches  of  study  should  be  prescribed,  and 
those  modes  of  instruction  adopted,  which  are  best  calcula- 
ted to  teach  the  art  of  fixing  the  attention,  directing  the  train 
of  thought,  analyzing  a  subject  proposed  for  investigation; 
following,  with  accurate  discrimination,  the  course  of  argu- 
ment ;  balancing  nicely  the  evidence  presented  to  the  judg- 
ment ;  awakening,  elevating,  and  controlling  the  imagina- 
tion ;  arranging,  with  skill,  the  treasures  which  memory  gath- 
ers ;  rousing  and  guiding  the  powers  of  genius.  All  this  is 
not  to  be  effected  by  a  light  and  hasty  course  of  study  ;  by 
reading  a  few  books,  hearing  a  few  lectures,  and  spending 
some  months  at  a  literary  institution.  The  habits  of  think- 
ing are  to  be  formed,  by  long  continued  and  close  applica- 
tion. The  mines  of  science  must  be  penetrated  far  below 
the  surface,  before  they  will  disclose  their  treasures.  If  a 
dexterous  performance  of  the  manual  operations,  in  many  of 
the  mechanical  arts,  requires  an  apprenticeship,  with  diligent 
attention  for  years  ;  much  more  does  the  training  of  the  pow- 
ers of  the  mind  demand  vigorous,  and  steady,  and  systemat^ 
ic  effort. 

In  laying  the  foundation  of  a  thorough  education,  it  is  ne- 
cessary that  all  the  important  mental  faculties  be  brought 
into  exercise.  It  is  not  sufficient  that  one  or  two  be  culti- 
vated, while  others  are  neglected.  A  costly  edifice  ought 
not  to  be  left  to  rest  upon  a  single  pillar.  When  certain  men- 
tal endowments  receive  a  much  higher  culture  than  others, 
there  is  a  distortion  in  the  intellectual  character.  The  mind 
never  attains  its  full  perfection,  unless  its  various  powers  are 
so  trained  as  to  give  them  the  fair  proportions  which  nature 
designed.  If  the  student  exercises  his  reasoning  powers  on- 
ly, he  will  be  deficient  in  imagination  and  taste,  in  fervid  and 
impressive  eloquence.  If  he  confines  his  attention  to  demon- 
strative evidence,  he  will  be  unfitted  to  decide  correctly,  in 
cases  of  probability.  If  he  relies  principally  on  his  memory, 
^  his  powers  of  invention  will  be  impaired  by  disuse.  In  the 
course  of  instruction  in  this  college,  it  has  been  an  object  to 
maintain  such  a  proportion  between  the  different  branches 
of  literature  nnd  science,  as  to  form  in  the  student  a  proper 


S  Report  on  a  Course  of  Liberal  Education. 

balance  of  character.  From  the  pure  mathematics,  he  learns 
the  art  of  demonstrative  reasoning.  In  attending  to  the  phy- 
sical sciences,  he  becomes  famiHar  with  facts,  with  the  pro- 
cess of  induction,  and  the  varieties  of  probable  evidence.  In 
ancient  hterature,  he  finds  some  of  the  most  finished  models 
of  taste.  By  English  reading,  he  learns  the  powers  of  the 
language  in  which  he  is  to  speak  and  write.  By  logic  and 
mental  philosophy,  he  is  taught  the  art  of  thinking ;  by  rhet- 
oric and  oratory,  the  art  of  speaking.  By  frequent  exercise 
on  written  composition,  he  acquires  copiousness  and  accu- 
racy of  expression.  By  extemporaneous  discussion,  he  be- 
comes prompt,  and  fluent,  and  animated.  It  is  a  point  of 
high  importance,  that  eloquence  and  solid  learning  should 
go  together ;  that  he  who  has  accumulated  the  richest  treas- 
ures of  thought,  should  possess  the  highest  powers  of  orato- 
ry. To  what  purpose  has  a  man  become  deeply  learned,  if 
he  has  no  faculty  of  communicating  his  knowledge  ?  And 
of  what  use  is  a  display  of  rhetorical  elegance,  from  one  who 
knows  httle  or  nothing  which  is  worth  communicating  ?  Est 
enim  scientia  comprehendenda  rerum  plurimarum,  sine  qua 
verborum  volubilitas  inanis  atque  irridenda  est.  Cic.  Our 
course,  therefore,  aims  at  a  union  of  science  with  literature ; 
of  solid  attainment  with  skill  in  the  art  of  persuasion. 

No  one  feature  in  a  system  of  intellectual  education,  is  of 
greater  moment  than  such  an  arrangement  of  duties  and 
motives,  as  will  most  effectually  throw  the  student  upon  the 
resources  of  his  own  mind.  Without  this,  the  whole  appara- 
tus of  libraries,  and  instruments,  and  specimens,  and  lectures, 
and  teachers,  will  be  insufficient  to  secure  distinguished  ex- 
cellence. The  scholar  must  form  himself,  by  his  own  exer- 
tions. The  advantages  furnished  by  a  residence  at  a  col- 
lege, can  do  little  more  than  stimulate  and  aid  his  personal 
efforts.  The  hwentive  powers  are  especially  to  be  called 
into  vigorous  exercise.  However  abundant  may  be  the  ac- 
quisitions of  the  student,  if  he  has  no  talent  at  forming  new 
combinations  of  thought,  he  will  be  dull  and  inefficient.  The 
sublimest  efforts  of  genius  consist  in  the  creations  of  the  im- 
agination, the  discoveries  of  the  intellect,  the  conquests  by 
which  the  dominions  of  science  are  extended.  But  the  cul- 
ture of  the  inventive  faculties  is  not  the  only  object  of  a  libe- 
ral education.  The  most  gifted  understanding  cannot  great- 
ly enlarge  the  amount  of  science  to  which  the  wisdom  of 
ages  has  contributed.  If  it  were  possible  for  a  youth  to  have 
his  faculties  in  the  hiofhest  state  of  cultivation,  without  any  of 


Report  on  a  Course  of  Liberal  Education,  9 

the  knowledge  which  is  derived  from  others,  he  would  bo 
but  poorly  fitted  for  the  business  of  life.  To  the  discipline 
of  the  mind,  therefore,  is  to  be  added  instruction.  The  ana- 
lytic method  must  be  combined  with  the  synthetic.  Analy- 
sis is  most  efficacious  in  directing  the  powers  of  invention  ; 
but  is  far  too  slow  in  its  progress  to  teach,  within  a  moderate 
space  of  time,  the  circle  of  the  sciences. 

In  our  arrangements  for  the  communication  of  knowledge, 
as  well  as  in  intellectual  discipline,  such  branches  are  to  be 
taught  as  will  produce  a  proper  symmetry  and  balance  of 
character.  We  doubt  whether  the  powers  of  the  mind  can 
be  developed,  in  their  fairest  proportions,  by  studying  lan- 
guages alone,  or  mathematics  alone,  or  natural  or  political 
science  alone.  As  the  bodily  frame  is  brought  to  its  highest 
perfection,  not  by  one  simple  and  uniform  motion,  but  by  a 
variety  of  exercises ;  so  the  mental  faculties  are  expanded, 
and  invigorated,  and  adapted  to  each  other,  by  familiarity 
with  different  departments  of  science. 

A  most  important  feature  in  the  colleges  of  this  country 
is,  that  the  students  are  generally  of  an  age  which  requires, 
that  a  substitute  be  provided  for  parental  superintendence. 
When  removed  from  under  the  roof  of  tiicir  parents,  and  ex- 
posed to  the  untried  scenes  of  temptation,  it  is  necessary  that 
some  faithful  and  affectionate  guardian  take  them  by  the 
hand,  and  guide  their  steps.  This  consideration  determines 
the  A:md  of  government  which  ought  to  be  maintained  in  our 
colleges.  As  it  is  a  substitute  for  the  regulations  of  a  family, 
it  should  approach  as  near  to  the  character  of  parental  con- 
trol as  the  circumstances  of  the  case  will  admit.  It  should 
be  founded  on  mutual  affection  and  confidence.  It  should 
aim  to  effect  its  purpose,  principally  by  kind  and  persuasive 
influence ;  not  wholly  or  chiefly  by  restraint  and  terror. 
Still,  punishment  may  sometimes  be  necessary.  There  may  be 
perverse  members  of  a  college,  as  well  as  of  a  family.  There 
may  be  those  whom  nothing  but  the  arm  of  law  can  reach. 

The  parental  character  of  college  government,  requires 
that  the  students  should  be  so  collected  together,  as  to  con- 
stitute one  family  ;  that  the  intercourse  between  them  and 
their  instructors  may  be  frequent  and  familiar.  This  renders 
it  necessary  that  suitable  huild'mgs  be  provided,  for  the  resi- 
dence of  the  students : — we  speak  now  of  colleges  in  the 
country,  the  members  of  which  are  mostly  gathered  from  a 
distance.     In  a  large  city,  where  the  students  reside  witli 


10  llrjwjf  un  a  Course  of  Liberal  Education. 

tlicir  parents,  public  rooms  only  are  needed.  This  may  be 
the  case  also,  in  professional  institutions,  in  which  the  stu- 
dents arc  more  advanced  in  age,  and,  therefore,  do  not  re- 
quire a  minute  superintendence  on  the  part  of  their  instructers. 

Having  now  stated  what  we  understand  to  be  the  proper 
object  of  an  education  at  this  college,  viz.  to  lay  a  soWd  foun- 
dation in  literature  and  science  ;  we  would  ask  permission  to 
add  a  few  observations  on  the  means  which  are  employed  to 
effect  this  object. 

In  giving  the  course  of  instruction,  it  is  intended  that  a 
due  proportion  be  observed  between  lectures,  and  the  exer- 
cises which  are  familiarly  termed  recitations  ;  that  is,  exami- 
nations in  a  text  book.  The  great  advantage  of  lectures  is, 
that  while  they  call  forth  the  highest  efforts  of  the  lecturer, 
and  accelerate  his  advance  to  professional  eminence ;  they 
give  that  light  and  spirit  to  the  subject,  which  awaken  the 
interest  and  ardor  of  the  student.  They  may  place  before 
him  the  principles  of  science,  in  the  attractive  dress  of  living 
eloquence.  Where  instruments  are  to  be  explained,  experi- 
ments performed,  or  specimens  exhibited ;  they  are  the  ap- 
propriate mode  of  communication.  But  we  are  far  from  be- 
lieving, that  all  the  purposes  of  instruction  can  be  best  an- 
swered by  lectures  alone.  They  do  not  always  bring  upon 
the  student  a  pressing  and  definite  responsibility.  He  may 
repose  upon  his  seat,  and  yield  a  passive  hearing  to  the  lec- 
turer, without  ever  calling  into  exercise  the  active  powers  of 
his  own  mind.  This  defect  we  endeavor  to  remedy,  in  part, 
by  frequent  examinations  on  the  subjects  of  the  lectures. 
Still  it  is  important,  that  the  student  should  have  opportuni- 
ties of  retiring  by  himself,  and  giving  a  more  commanding 
direction  to  his  thoughts,  than  when  listening  to  oral  instruc- 
tion. To  secure  his  steady  and  earnest  efforts,  is  the  great 
object  of  the  daily  examinations  or  recitations.  In  these 
exercises,  a  text-book  is  commonly  the  guide.  A  particular 
portion  of  this  is  assigned  for  each  meeting.  In  this  way 
only,  can  the  responsibility  be  made  sufficiently  definite.  If 
it  be  distributed  among  several  books  upon  the  same  subject, 
the  diversity  of  statement  in  these,  will  furnish  the  student 
with  an  apology  for  want  of  exactness  in  his  answers.  Be- 
sides, we  know  of  no  method  which  will  more  effectually  be- 
wilder and  confound  the  learner,  on  his  first  entrance  upon 
a  new  science,  than  to  refer  him  to  half  a  dozen  different 
authors,  to  be  read  at  the  same  time.  He  will  be  in  danger 
of  learning  nothing  effectually.     When  he  comes  to  be  en- 


Report  on  a  Course  of  Liberal  Education,  1 1 

gaged  in  the  study  of  his  professions  he  may  find  his  way 
through  the  maze,  and  tirmly  estabhsh  liis  own  opinions,  by 
taking  days  or  weeks  for  the  examination  of  cacii  separate 
point.  Text-books  are,  therefore,  not  as  necessary  in  this 
advanced  stage  of  education,  as  in  tlie  course  at  college, 
where  the  time  allotted  to  each  branch  is  rarely  more  than 
sufficient  for  the  learner  to  become  familiar  with  its  elemen- 
tary principles.  These,  with  a  few  exceptions,  are  not  new 
and  controverted  points,  but  such  as  have  been  long  settled  ; 
and  they  are  exhibited  to  the  best  advantage,  in  the  consist- 
ent and  peculiar  manner  of  some  eminent  writer. 

Opportunity  is  given,  however,  to  our  classes,  for  a  full  in- 
vestigation and  discussion  of  particular  subjects,  in  the  writ- 
ten and  extemporaneous  disputes,  which  constitute  an  im- 
portant part  of  our  course  of  exercises.  So  far  as  the  student 
has  time  to  extend  his  inquiries,  beyond  the  limits  of  his 
text-book,  first  faithfully  studied,  his  instructer  may  aid  him 
greatly,  by  referring  to  the  various  authors  who  have  treated 
of  the  more  important  points  in  the  lessons  ;  and  by  introdu- 
cing corrections,  illustrations,  and  comments  of  his  own.  In 
this  way,  no  small  portion  of  our  daily  exercises  become  in- 
formal and  extemporaneous  lectures.  But  the  business  of 
explaining  and  commenting  is  carried  to  an  extreme,  when- 
ever it  supersedes  the  necessity  of  eflort  on  the  part  of  the 
learner.  If  we  mistake  not,  some  portion  of  the  popularity 
of  very  copious  oral  instruction  is  to  be  set  to  the  account  of 
the  student's  satisfaction,  in  escaping  from  the  demand  for 
mental  exertion.  It  is  to  secure  the  unceasing  and  strenuous 
exercise  of  the  intellectual  powers,  that  the  responsibility  of 
the  student  is  made  so  constant  and  particular.  For  this 
purpose,  our  semi-annual  examinations  have  been  establish- 
ed. These,  with  the  examination  of  the  Seniors  in  July,  oc- 
cupy from  twelve  to  fourteen  days  in  a  year.  Each  class  is 
divided  into  two  portions,  which  are  examined  in  separate 
rooms  at  the  same  time,  seven  or  eight  hours  a  day.  A  com- 
mittee is  present  on  the  occasion,  consisting  of  gentlemen  of 
education  and  distinction  from  different  parts  of  the  state. 
The  degree  of  correctness  with  which  each  student  answers 
the  questions  put  to  him  in  the  several  branches,  is  noted  on 
the  spot,  and  entered  in  a  record,  permanently  kept  by  the 
Faculty.  But  to  the  instructers,  the  daily  examinations  in 
the  recitation  rooms  are  a  more  unerring  test  of  scholarship 
than  these  public  trials.  The  latter  answer  the  purpose  of 
satisfying  the  inquiries  of  strangers. 


1 2  Heport  on  a  Coarse  of  Liberal  Education^ 

We  deem  it  to  be  indispensable  to  a  proper  adjustment  ol 
our  collegiate  system,  that  there  should  be  in  it  both  Profes- 
sors and  Tutors.  There  is  wanted,  on  the  one  hand,  the  ex- 
perience of  those  who  have  been  long  resident  at  the  institu 
tion,  and  on  the  other,  the  fresh  and  minute  information  of 
those  who,  having  more  recently  mingled  with  the  students, 
have  a  distinct  recollection  cf  their  peculiar  feelings,  prejudi- 
ces, and  habits  of  thinking.  At  the  head  of  each  great  divi- 
sion  of  science,  it  is  necessary  that  there  should  be  a  Profes- 
sor, to  superintend  the  department,  to  arrange  the  plan  of 
instruction,  to  regulate  the  mode  of  conducting  it,  and  to 
teach  the  more  important  and  difficult  parts  of  the  subject. 
But  students  in  a  college,  who  have  just  entered  on  the  first, 
elements  of  science,  are  not  principally  occupied  with  the 
more  abstruse  and  disputable  points.  Their  attention  ought 
not  to  be  solely  or  mainly  directed  to  the  latest  discoveries. 
They  have  first  to  learn  the  principles  which  have  been  in  a 
course  of  investigation,  through  successive  ages ;  and  have 
now  become  simplified  and  settled.  Before  arriving  at  re- 
gions hitherto  unexplored,  they  must  pass  over  the  interven- 
ing cultivated  ground.  The  Professor  at  the  head  of  a  de- 
partment may,  therefore,  be  greatly  aided,  in  some  parts  of 
the  course  of  instruction,  by  those  who  are  not  as  deeply 
versed  as  himself  in  all  the  intricacies  of  the  science.  Indeed 
we  doubt,  whether  elementary  principles  are  always  taught 
to  the  best  advantage,  by  those  whose  researches  have  car= 
ried  them  so  far  beyond  these  simpler  truths,  that  they  come 
back  to  them  with  reluctance  and  distaste.  Would  Sir  Isaac 
Newton  have  excelled  all  others  of  his  day,  in  teaching  the 
common  rules  of  arithmetic  ?  Young  men  have  often  the 
most  ardor,  in  communicating  familiar  principles,  and  in  re- 
moving those  lighter  difficulties  of  the  pupil,  which,  not  long 
since,  were  found  lying  across  their  own  path. 

In  the  internal  police  of  the  institution,  as  the  students  are 
gathered  into  one  family,  it  is  deemed  an  essential  provision, 
that  some  of  the  officers  should  constitute  a  portion  of  this 
family ;  being  always  present  with  them,  not  only  at  their 
meals,  and  during  the  business  of  the  day  ;  but  in  the  hours 
allotted  to  rest.  The  arrangement  is  such,  that  in  our  col- 
lege buildings,  there  is  no  room  occupied  by  students,  which 
is  not  near  to  the  chamber  of  one  of  the  officers. 

But  the  feature  in  our  system  which  renders  a  considera- 
ble number  of  tutors  indispensable,  is  the  subdivision  of  our 


Report  on  et  Course  of  Liberal  Education,  1 3 

classes,  and  the  assignment  of  each  portion  to  the  particular 
charge  of  one  fhan.  Each  of  the  three  junior  classes  is  form- 
ed into  two  or  three  divisions ;  and  each  division  is  commit- 
ted to  the  superintendence  of  a  tutor.  Although  he  is  not 
confined  to  the  instruction  of  his  own  division ;  but  makes 
such  exchanges  with  the  other  tutors  as  will  give  to  each 
the  opportunity  of  teaching  his  favorite  branch  ;  yet  by 
meeting  them  in  the  recitation  rooms  two  or  three  times 
every  day,  and  by  minutely  inspecting  their  conduct  on 
other  occasions,  he  renders  a  service  to  the  police  of  the  in- 
stitution, which  could  be  secured  in  no  other  way.  It  is 
intended  that  the  government  should  be,  as  much  as  possi- 
ble, of  a  parental  character  ;  a  government  of  mild  and  grate- 
ful influence.  But  the  basis  of  this  must  be  mutual  attach- 
ment ;  such  as  can  spring  only  from  daily  and  peculiar  inti- 
macy. If  the  same  teacher  instructs  eight  or  ten  diflferent 
divisions,  in  rapid  succession,  it  will  be  diflicult  for  him  to 
feel,  that  he  stands  in  a  very  near  relation  to  them  all.  If 
the  same  student  attends  on  a  dozen  different  instructers,  in 
rotation,  he  may  respect  them  all ;  but  can  hardly  be  expect- 
ed to  view  them  with  any  peculiar  affection. 

The  tutor  of  a  division  has  an  opportunity,  which  is  en- 
joyed by  no  other  officer  of  the  college,  of  becoming  inti- 
mately acquainted  with  the  characters  of  his  pupils.  It  is 
highly  important  that  this  knowledge  should  be  at  the  com- 
mand of  the  Faculty.  By  distributing  our  family  among  dif- 
ferent individuals,  minute  information  is  acquired,  which  may 
be  communicated  to  the  Board,  whenever  it  is  called  for. 
Upon  this  plan  also,  the  responsibility  of  the  several  instruc- 
ters is  rendered  far  more  definite,  than  when  it  rests  upon  the 
whole  collectively.  Each  Professor  is  accountable  for  the 
judicious  arrangement  of  his  own  department ;  and  for  the 
success  with  which  it  is  conducted,  so  far  as  this  depends  on 
his  personal  efforts  and  talents.  Each  tutor  is  responsible, 
to  a  certain  extent,  for  the  progress  and  correct  deportment 
of  his  division.  But  responsibility  is  little  felt,  when  held  as 
common  stock  among  numbers,  without  a  distinct  appropri- 
ation to  individuals.  By  a  due  proportion  of  professors  and 
tutors,  we  may  unite  the  advantages  of  experience,  with  ar- 
dor and  activity;  of  profound  investigation,  with  minute  at- 
tention to  elementary  principles;  of  personal  attachment  and 
individual  responsibility,  with  such  an  adjustment  of  the  dif- 
ferent parts  of  the  system,  as  will  give  unity  and  symmetry 
to  the  whole. 


14  Report  on  a  Course  of  Liberal  Education, 

The  collegiate  course  of  study,  of  which  we  have  now  giv- 
en a  summary  view,  we  hope  may  be  carefully  distinguished 
from  several  other  objects  and  plans,  with  which  it  has  been 
too  often  confounded.  It  is  far  from  embracing  every  thing 
which  the  student  will  ever  have  occasion  to  learn.  The 
object  is  not  to  finish  his  education  ;  but  to  lay  the  founda- 
tion, and  to  advance  as  far  in  rearing  the  superstructure,  as 
the  short  period  of  his  residence  here  will  admit.  If  he  ac- 
quires here  a  thorough  knowledge  of  the  principles  of  sci- 
ence, he  may  then,  in  a  great  measure,  educate  himself.  He 
has,  at  least,  been  taught  how  to  learn.  With  the  aid  of 
books,  and  means  of  observation,  he  may  be  constantly  ad- 
vancing in  knowledge.  Wherever  he  goes,  into  whatever 
company  he  falls,  he  has  those  general  views,  on  every  topic 
of  interest,  which  will  enable  him  to  understand,  to  digest, 
and  to  form  a  correct  opinion,  on  the  statements  and  discus- 
sions which  he  hears.  There  are  many  things  important 
to  be  known,  which  are  not  taught  in  colleges,  because  they 
mav  be  learned  any  where.  The  knowledge,  though  indis- 
pensable, comes  to  us  as  freely,  in  the  way  of  our  business, 
as  our  necessary  supplies  of  light,  and  air,  and  water. 

The  course  of  instruction  which  is  given  to  the  undergrad- 
uates in  the  college,  is  not  designed  to  include  professional 
studies.  Our  object  is  not  to  teach  that  which  is  peculiar  to 
any  one  of  the  professions  ;  but  to  lay  the  foundation  which 
is  common  to  them  all.  There  are  separate  schools  for 
medicine,  law,  and  theology,  connected  with  the  college,  as 
well  as  in  various  parts  of  the  country ;  which  are  open  for 
the  reception  of  all  who  are  prepared  to  enter  upon  the  ap- 
propriate studies  of  their  several  professions.  With  these, 
the  academical  course  is  not  intended  to  interfere. 

But  why,  it  may  be  asked,  should  a  student  waste  his  time 
upon  studies  which  have  no  immediate  connection  with  his 
future  profession  ?  Will  chemistry  enable  him  to  plead  at 
the  bar,  or  conic  sections  qualify  him  for  preaching,  or  as- 
tronomy aid  him  in  the  practice  of  physic  ?  W^hy  should  not 
his  attention  be  confined  to  the  subject  which  is  to  occupy 
the  labors  of  his  life  ?  In  answer  to  this,  it  may  be  observed, 
that  there  is  no  science  which  does  not  contribute  its  aid  to 
professional  skill.  "  Every  thing  throws  light  upon  every 
thing.""  The  great  object  of  a  collegiate  education,  prepar- 
atory to  the  study  of  a  profession,  is  to  give  that  expansion 
and  balance  of  the  mental  powers,  those  liberal  and  com- 


Report  on  a  Course  of  Liberal  Education.  1 5 

prehensive  views,  and  those  fine  proportions  of  character, 
which  are  not  to  be  found  in  him  whose  ideas  are  always 
confined  to  one  particular  ciiannel.  When  a  man  has  en- 
tered upon  the  practice  of  his  profession,  the  energies  of  his 
mind  must  be  given,  principally,  to  its  appropriate  duties. 
But  if  his  thoughts  n-ever  range  on  other  subjects,  if  he  never 
looks  abroad  on  the  ample  domains  of  literature  and  science, 
there  will  be  a  narrowness  in  his  habits  of  thinking,  a  pecul- 
iarity of  character,  which  will  be  sure  to  mark  him  as  a  man 
of  limited  views  and  attainments.  Should  he  be  distinguished 
in  his  profession,  his  ignorance  on  other  subjects,  and  the  de- 
fects of  his  education,  will  be  the  more  exposed  to  public  ob- 
servation. On  the  other  hand,  he  who  is  not  only  eminent  in 
professional  life,  but  has  also  a  mind  richly  stored  with  gene- 
ral knowledge,  has  an  elevation  and  dignity  of  character, 
wliich  gives  him  a  commanding  influence  in  society,  and  a 
widely  extended  sphere  of  usefulness.  His  situation  enables 
him  to  diffuse  the  light  of  science  among  all  classes  of  the 
community.  Is  a  man  to  have  no  other  object,  than  to  ob- 
tain a  living  by  professional  pursuits  1  Has  he  not  duties  to 
perform  to  his  family,  to  his  fellow  citizens,  to  his  country  ; 
duties  which  require  various  and  extensive  intellectual  furni- 
ture ? 

Professional  studies  are  designedly  excluded  from  the 
course  of  instruction  at  college,  to  leave  room  for  those  lite- 
rary and  scientific  acquisitions  which,  if  not  commenced 
there,  will,  in  most  cases,  never  be  made.  They  will  not 
grow  up  spontaneously,  amid  the  bustle  of  business.  We 
are  not  here  speaking  of  those  giant  minds  which,  by  their 
native  energy,  break  through  the  obstructions  of  a  defective 
education,  and  cut  their  own  path  to  distinction.  These  are 
honorable  exceptions  to  the  general  law ;  not  examples  for 
common  imitation.  Franklins  and  Marshalls  are  not  found 
in  sufficient  numbers  to  fill  a  college.  And  even  Franklin 
would  not  have  been  what  he  was,  if  there  had  been  no  col- 
leges in  the  country.  When  an  elevated  standard  of  educa- 
tion is  maintained,  by  the  higher  literary  institutions,  men  of 
superior  powers,  who  have  not  had  access  to  these,  are 
stimulated  to  aim  at  a  similar  elevation,  by  their  own  efforts, 
and  by  aid  of  the  light  which  is  thus  shining  around  them. 

As  our  course  of  instruction  is  not  intended  to  complete 
an  education,  in  theological,  medical,  or  legfal  science ;  nei- 
ther does  it  include  all  the  minute  details  of  mercantile^  mc- 


16  Report  on  a  Course  of  Liberal  Education. 

chanical^  or  agricultural  concerns.  These  can  never  be  et- 
fectually  learned  except  in  the  very  circumstances  in  which 
ihey  are  to  be  practised.  The  young  merchant  must  be 
trained  in  the  counting  room,  the  mechanic,  in  the  work- 
shop, the  farmer,  in  the  field.  But  we  have,  on  our  premi- 
ses, no  experimental  farm  or  retail  shop ;  no  cotton  or  iron 
manufactory;  no  hatter's,  or  silver-smith's,  or  coach-maker's 
establishment.  For  what  purpose,  then,  it  will  be  asked,  are 
young  men  who  are  destined  to  these  occupations,  ever  sent 
to  a  college  ?  They  should  not  be  sent,  as  we  think,  with  an 
expectation  of  finishing  their  education  at  the  college  ;  but 
with  a  view  of  laying  a  thorough  foundation  m  the  principles 
of  science,  preparatory  to  the  study  of  the  practical  arts.  As 
every  thing  cannot  be  learned  in  four  years,  either  theory  or 
practice  must  be,  m  a  measure  at  least,  postponed  to  a  fu- 
ture opportunity.  But  if  the  scientific  theory  of  the  arts  is 
ever  to  be  acquired,  it  is  unquestionably  first  in  order  of  time. 
The  corner  stone  must  be  laid,  before  the  superstructure  is 
erected.  If  suitable  arrangements  were  made,  the  details  of 
mercantile,  mechanical,  and  agricultural  education,  might  be 
taught  at  the  college,  to  resident  graduates.  Practical  skill 
would  then  be  grounded  upon  scientific  information. 

The  question  may  be  asked.  What  is  a  young  man  fitted 
for,  when  he  takes  his  degree  ?  Does  he  come  forth  from 
the  college  qualified  for  business?  We  answer,  no, — if  he 
stops  here.  His  education  is  begun,  but  not  completed.  Is 
the  college  to  be  reproached  for  not  accomplishing  that 
which  it  has  never  undertaken  to  perform  ?  Do  we  com- 
plain of  the  mason,  who  has  laid  the  foundation  of  a  house, 
that  he  has  done  nothing  to  purpose  ;  that  he  has  not 
finished  the  building ;  that  the  product  of  his  labor  is  not 
habitable ;  and  that,  therefore,  there  is  nothing  practical  in 
what  he  has  done  ?  Do  we  say  of  the  planter,  who  has  rais- 
ed a  crop  of  cotton,  that  he  has  done  nothing  practical,  be- 
cause he  has  not  given  to  his  product  the  form  of  wearing 
apparel  ? 

In  education,  as  well  as  in  morals,  we  often  hear  the  sug- 
gestion, that  principles  are  of  no  consequence,  provided  the 
practice  is  right.  Why  waste  on  theories,  the  time  which  is 
wanted  for  acquiring  practical  arts  ?  We  are  aware,  that 
some  operations  may  be  performed,  by  those  who  have  little 
or  no  knowledge  of  the  principles  on  which  they  depend. 
The  mariner  may  set  his  sails  to  the  wind,  without  under- 


Report  on  a  Course  of  Liberal  Education,  1 7 

standing  the  laws  of  the  decomposition  of  forces;  the  car- 
penter may  square  his  frame-work,  without  a  knowledge  of 
Euchd's  Elements;  the  dyer  may  set  his  colors,  without  be- 
ing indoctrinated  in  the  principles  of  chemistry.  But  the 
labors  of  such  an  one,  are  confined  to  the  narrow  path  mark- 
ed out  to  him  by  others.  He  needs  the  constant  superin- 
tendence of  men  of  more  enlarged  and  scientific  informa- 
tion. If  he  ventures  beyond  his  prescribed  rule,  he  works  at 
random,  with  no  established  principles  to  guide  him.  By 
long  continued  practice,  he  may  have  attained  a  good  de- 
gree of  manual  dexterity.  But  the  arranging  of  plans  of 
business,  the  new  combinations  of  mechanical  processes,  the 
discoveries  and  improvements  in  the  arts,  must  generally 
come  from  minds  more  highly  and  systematically  cultivated. 
There  is  a  fertility  in  scientific  principles,  of  which  the  mere 
artist  has  no  apprehension.  A  single  general  law  may  in- 
clude a  thousand  or  ten  thousand  particular  cases;  each  one 
of  which  is  as  difficult  to  be  learned  or  remembered,  as  the 
law  which  explains  them  all.  Men  of  mere  practical  detail 
are  wanted,  in  considerable  numbers,  to  fill  the  subordinate 
places  in  mechanical  establishments;  but  the  higher  stations 
require  enlightened  and  comprehensive  views. 

We  are  far  from  believing  that  theory  alo?ie,  should  be 
taught  in  a  college.  It  cannot  be  effectually  taught,  except 
in  connection  with  practical  illustrations.  These  are  neces- 
sary in  exciting  an  interest  in  theoretical  instructions ;  and 
especially  important  in  showing  the  application  of  principles. 
It  is  our  aim  therefore,  while  engaged  in  scientific  investiga- 
tions, to  blend  with  them,  as  far  as  possible,  practical  illus- 
ti-ations  and  experiments.  Of  what  use  are  all  the  sublime 
discoveries  which  have  immortalized  the  names  of  Newton, 
Archimedes,  and  others ;  if  the  principles  which  they  have 
unfolded,  are  never  to  be  taught  to  those  who  can  reduce 
them  to  practice  ?  Why  do  we  bestow  such  exalted  encomi- 
ums on  inventive  genius,  if  the  results  of  original  investiga- 
tions, are  to  be  confined  to  a  few  scientific  men,  and  not  dif- 
fused among  those  who  are  engaged  in  the  active  duties  of 
life  ?  To  bring  down  the  principles  of  science  to  their  prac- 
tical application  by  the  laboring  classes,  is  the  office  of  men 
of  superior  education.  It  is  the  separation  of  theory  and 
practice,  which  has  brought  reproach  upon  both.  Their 
union  alone  can  elevate  them  to  thoir  true  dignity  and  value. 
The  man  of  science  is  often  disposed  to  assume  an  air  of 

3 


18  Report  on  a  Course  of  Liberal  Education. 

superiority,  when  he  looks  upon  the  narrow  and  partial  views 
of  the  mere  artisan.  The  latter  in  return  laughs  at  the  prac- 
tical blunders  of  the  former.  The  defects  in  the  education 
of  both  classes  would  be  remedied,  by  giving  them  a  knowl- 
edge of  scientific  principles,  preparatory  to  practice. 

We  are  aware  that  a  thorough  education  is  not  within  the 
reach  of  all.  Many,  for  want  of  time  and  pecuniary  resour- 
ces, must  be  content  with  a  partial  course.  A  defective  edu- 
cation is  better  than  none.  If  a  youth  can  afford  to  devote 
only  two  or  three  years,  to  a  scientific  and  professional  edu- 
cation, it  will  be  proper  for  him  to  make  a  selection  of  a  few 
of  the  most  important  branches,  and  give  his  attention  ex- 
clusively to  these.  But  this  is  an  imperfection,  arising  from 
the  necessity  of  the  case.  A  partial  course  of  study,  must 
inevitably  give  a  partial  education. 

This,  we  are  well  convinced,  is  far  preferable  to  a  superfi- 
cial education.  Of  all  the  plans  of  instruction  which  have 
been  offered  to  the  public,  that  is  the  most  preposterous, 
which  proposes  to  teach  almost  every  thing  in  a  short  time. 
In  this  way,  nothing  is  effectually  taught.  The  pupil  is  hur- 
ried over  the  surface  so  rapidly,  that  scarce  a  trace  of  his 
steps  remains,  when  he  has  finished  his  course.  What  he 
has  learned,  or  thinks  he  has  learned,  i?  just  sufficient  to  in- 
flate his  vanity,  to  expose  him  to  public  observation,  and  to 
draw  on  him  the  ridicule  of  men  of  sound  judgment  and  sci- 
ence. A  partial  education  is  often  expedient ;  a  superficial 
one,  never.  W  hatever  a  young  man  undertakes  to  learn, 
however  little  it  may  be,  he  ought  to  learn  it  so  effectually, 
that  it  may  be  of  some  practical  use  to  him.  If  there  is  any 
way  in  which  every  thing  worth  knowing  may  be  taught  ii) 
four  years,  we  are  free  to  acknowledge,  that  we  are  not  in 
possession  of  the  secret. 

But  why,  it  is  asked,  should  all  the  students  in  a  college  be 
required  to  tread  in  the  same  steps  ?  Why  should  not  each 
one  be  allowed  to  select  those  branches  of  study  which  are 
most  to  his  taste,  which  are  best  adapted  to  his  peculiar  tal- 
ents, and  which  are  most  nearly  connected  with  his  intended 
profession  ?  To  this  we  answer,  that  our  prescribed  course 
contains  those  subjects  only  which  ought  to  be  understood, 
as  we  think,  by  every  one  who  aims  at  a  thorough  education. 
They  are  not  the  peculiarities  of  any  profession  or  art. 
These  are  to  be  learned  in  the  professional  and  practical 
schools.     But  the  principles  of  science,   are  the  common 


Report  on  a  Course  of  Liberal  Education.  19 

foundation  of  all  high  intellectual  attainments.  As  in  our 
primary  schools,  reading,  writing,  and  arithmetic  are  taught 
to  all,  however  different  their  prospects ;  so  in  a  college,  all 
should  be  instructed  in  those  branches  of  knowledge,  of 
which  no  one  destined  to  the  higher  walks  of  life  ought  to 
be  ignorant.  What  subject  which  is  now  studied  here,  could 
be  set  aside,  without  evidently  marring  the  system.  Not  to 
speak  particularly,  in  this  place,  of  the  ancient  languages ; 
who  that  aims  at  a  well  proportioned  and  superior  education 
will  remain  ignorant  of  the  elements  of  the  various  branch- 
es of  the  mathematics,  or  of  history  and  antiquities,  or  of 
rhetoric  and  oratory,  or  natural  philosophy,  or  astronomy,  or 
chemistry,  or  mineralogy,  or  geology,  or  political  economy, 
or  mental  and  moral  philosophy  ? 

It  is  sometimes  thought  that  a  student  ought  not  to  be 
urged  to  the  study  of  that  for  which  he  has  no  taste  or  capa- 
city. But  how  is  he  to  know,  whether  he  has  a  taste  or  ca- 
pacity for  a  science,  before  he  has  even  entered  upon  its  ele- 
mentary truths  ?  If  he  is  really  destitute  of  talent  sufficient 
for  these  common  departments  of  education,  he  is  destined 
for  some  narrow  sphere  of  action.  But  we  are  well  persuad- 
ed, that  our  students  are  not  so  deficient  in  intellectual  pow- 
ers, as  they  sometimes  profess  to  be  ;  though  they  are  easily 
made  to  believe,  that  they  have  no  capacity  for  the  study  of 
that  which  they  are  told  is  almost  wholly  useless. 

When  a  class  have  become  familiar  with  the  common  ele- 
ments of  the  several  sciences,  then  is  the  proper  time  for 
them  to  divide  off  to  their  favorite  studies.  They  can  then 
make  their  choice  from  actual  trial.  This  is  now  done  here, 
to  some  extent,  in  our  Junior  year.  The  division  might  be 
commenced  at  an  earlier  period,  and  extended  farther,  pro- 
vided the  qualifications  for  admission  into  the  college,  were 
brought  to  a  higher  standard. 

If  the  view  which  we  have  thus  far  taken  of  the  subject  is 
correct,  it  will  be  seen,  that  the  object  of  the  system  of  in- 
struction at  this  college,  is  not  to  give  a  partial  education, 
consisting  of  a  few  branches  only ;  nor,  on  the  other  hand, 
to  give  a  superficial  education,  containing  a  smattering  of 
almost  every  thing;  nor  to  finish  the  details  of  either  a  pro- 
fessional or  practical  education  ;  but  to  commence  a  thorough 
course,  and  to  carry  it  as  far  as  the  time  of  residence  here 
will  allow.  It  is  intended  to  occupy,  to  the  best  advantage, 
the  four  years  immediately  preceding  the  study  of  a  profes- 


20  Report  on  a  Course  of  Liberal  Education. 

sion,  or  of  the  operations  which  are  pecuHar  to  the  higher 
mercantile,  manufacturing,  or  agricultural  establishments. 

As  the  instruction  is  only  preparatory  to  a  profession,  the 
plan  upon  which  it  is  conducted,  is  not  copied  from  profes- 
sional schools.  There  are  important  differences,  arising 
from  the  different  character  of  the  two  courses,  and  the  dif- 
ferent age  at  which  the  student  enters  upon  them.  In  the 
professional  institution,  it  is  proper  that  subjects  should  be 
studied,  rather  than  text-boohs.  At  this  period,  the  student 
is  engaged,  not  in  learning  the  mere  elements  of  the  various 
sciences ;  but  in  becoming  thoroughly  acquainted  with  one 
great  department  of  knowledge,  to  the  study  of  which,  sev- 
eral years  are  to  be  devoted.  He  ought  to  be  allowed  time 
to  settle  his  own  opinion  on  every  important  point,  by  the 
slow  process  of  comparing  and  balancing  the  various  and 
conflicting  opinions  of  others.  A  much  greater  proportion 
of  lectures  is  admissible,  in  this  stage  of  education.  The 
deep  interest  excited,  by  a  long  continued  pursuit  in  the 
same  field  of  inquiry,  supersedes  the  necessity  of  the  minute 
responsibility  which  is  required  in  elementary  studies.  The 
age  of  the  student,  and  the  prospect  of  soon  entering  on 
professional  practice,  will  commonly  be  sufficient  to  secure 
his  assiduous  application,  without  the  coercive  influence  of 
laws  and  penalties. 

Although  the  restraints  in  a  college,  are  greater  than  in 
professional  institutions ;  yet  they  are  less  than  in  common 
academies.  In  the  latter,  the  student  prosecutes  his  studies 
in  the  presence  of  his  instructor.  At  the  early  age  of  ten 
or  twelve,  he  needs  more  frequent  assistance  and  encourage- 
ment, in  the  way  of  colloquial  intercourse,  than  the  members 
of  a  college,  who,  though  they  are  young,  are  not  children. 

Our  institution  is  not  modelled  exactly  after  the  pattern  of 
European  universities.  Difference  of  circumstances  has  ren- 
dered a  different  arrangement  expedient.  It  has  been  the 
policy  of  most  monarchical  governments,  to  concentrate  the 
advantages  of  a  superior  education  in  a  few  privileged  places. 
In  England,  for  instance,  each  of  the  ancient  universities  of 
Oxford  and  Cambridge,  is  not  so  much  a  single  institution, 
as  a  large  number  of  distinct,  though  contiguous  colleges. 
But  in  this  country,  our  republican  habits  and  feelings  will 
never  allow  a  monopoly  of  literature  in  any  one  place. 
There  must  be,  in  the  union,  as  many  colleges,  at  least,  as 
states.     Nor  would  we'  complain  of  this  arrangement  as  in- 


Report  on  a  Course  of  Liberal  Education,  21 

expedient,  provided  that  starvation  is  not  the  consequence  of 
a  patronage  so  minutely  divided.  We  anticipate  no  disas- 
trous results  from  the  muhiphcation  of  colleges,  if  they  can 
only  be  adequately  endowed.  We  are  not  without  appre- 
hensions, however,  that  a  feeble  and  stinted  growth  of  our 
national  literature,  will  be  the  consequence  of  the  very  scanty 
supply  of  means  to  most  of  our  public  seminaries. 

The  Universities  on  the  continent  of  Europe,  especially  in 
Germany,  have  of  late  gained  the  notice  and  respect  of  men 
of  information  in  this  country.  They  are  upon  a  broad  and 
liberal  scale,  atfording  very  great  facilities  for  a  finished  ed- 
ucation. But  we  doubt  whether  they  are  models  to  be  co- 
pied in  every  feature,  by  our  American  colleges.  We  hope 
at  least,  that  this  college  may  be  spared  the  mortification  of 
a  ludicrous  attempt  to  imitate  them,  while  it  is  unprovided 
with  the  resources  necessary  to  execute  the  purpose.  The 
only  institution  in  this  country,  which,  so  far  as  we  know,  has 
started  upon  the  plan  of  the  European  universities,  required 
an  expenditure,  before  commencing  operations,  of  more  than 
three  hundred  thousand  dollars  ;  a  sum  far  greater  than  Yale 
College  has  received  in  a  century  and  a  quarter,  from  the 
bounty  of  individuals  and  the  state  together.  The  students 
come  to  the  universities  in  Germany  at  a  more  advanced 
age,  and  with  much  higher  preparatory  attainments,  than  to 
the  colleges  in  this  country.  The  period  of  education  which 
is  there  divided  into  two  portions  only,  one  of  which  is  spent 
at  the  gymnasium  and  the  other  at  the  university,  is  here  di- 
vided into  three,  that  of  the  grammar  school,  the  college, 
and  the  professional  school.  The  pupils,  when  they  enter 
the  university,  are  advanced  nearly  or  quite  as  far,  in  litera- 
ture if  not  in  science,  as  our  students  are  when  graduated. 
The  institution  in  Germany  which  corresponds  most  nearly 
to  our  colleges,  in  point  of  attainments,  and  the  age  of  the 
students,  is  the  gymnasium.  The  universities  are  mostly  oc- 
cupied with  professional  studies.  In  Halle,  for  example,  of 
eleven  hundred  students,  all  except  sixty  are  engaged  in  the 
study  of  Theology,  Law,  and  Medicine.  But  in  the  United 
States,  the  professional  schools  are  scattered  over  the  coun- 
try, and  many  of  them  are  at  a  distance  from  the  colleges. 
The  different  denominations  of  christians  have  their  sepa- 
rate Theological  Seminaries.  Students  at  law  are  distribu- 
ted in  the  several  states,  to  accommodate  their  education  to 
the  peculiarities  in  the  legal  practice  of  each.    If  to  the  The- 


22  Report  on  a  Course  of  Liberal  Education. 

ological,  Medical,  and  Law  Institutions  attached  to  Yale 
College,  there  were  added  what  is  called  in  Germany  a 
School  of  Philosophy  for  the  higher  researches  of  literature 
and  science,  the  four  departments  together  would  constitute 
a  university  in  the  European  sense  of  the  term.  The  proper 
collegiate  department  would  still  have  its  distinct  and  appro- 
priate object,  that  of  teaching  the  branches  preparatory  to 
all  the  others.  It  would,  in  our  opinion,  be  idle  to  think 
of  adopting  in  the  college,  the  regulations  and  plan  of  in- 
struction in  a  university ;  unless  the  students  of  the  former 
were  advanced  three  or  four  years  farther  than  at  present, 
both  in  age  and  acquirements.  Would  parents  in  this  coun- 
try consent  to  send  their  sons,  at  the  age  of  sixteen,  to  an 
institution  in  which  there  should  not  be  even  an  attempt  at 
discipline,  farther  than  to  preserve  order  in  the  lecture  room  ? 
When  the  student  has  passed  beyond  the  rugged  and  cheer- 
less region  of  elementary  learning,  into  the  open  and  en- 
chanting field  where  the  great  masters  of  science  are  moving 
onward  with  enthusiastic  emulation ;  when,  instead  of  plod- 
ding over  a  page  of  Latin  or  Greek,  with  his  grammars, 
and  dictionaries,  and  commentaries,  he  reads  those  langua- 
ges with  facility  and  delight ;  when,  after  taking  a  general 
survey  of  the  extensive  and  diversified  territories  of  literature, 
he  has  selected  those  spots  for  cultivation  which  are  best 
adapted  to  his  talents  and  taste ;  he  may  then  be  safely  left 
to  pursue  his  course,  without  the  impulse  of  authoritative  in- 
junctions, or  the  regulation  of  statutes  and  penalties.  But 
we  question  whether  a  college  of  undergraduates,  unprovided 
with  any  substitute  for  parental  control,  would  long  be  pat- 
ronised in  this  country. 

Although  we  do  not  consider  the  literary  institutions  of 
Europe  as  faultless  models,  to  be  exactly  copied  by  our 
American  colleges ;  yet  we  would  be  far  from  condemning 
every  feature,  in  systems  of  instruction  which  have  had  an 
origin  more  ancient  than  our  republican  seminaries.  We 
do  not  suppose  that  the  world  has  learned  absolutely  noth- 
ing, by  the  experience  of  ages  ;  that  a  branch  of  science,  or 
a  mode  of  teaching,  is  to  be  abandoned,  precisely  because  it 
has  stood  its  ground,  after  a  trial  by  various  nations,  and 
through  successive  centuries.  We  believe  that  our  colleges 
may  derive  important  improvements  from  the  universities 
and  schools  in  Europe ;  not  by  blindly  adopting  all  their 
measures  without  discrimination  ;  but  by  cautiously  introdu- 


Report  on  a  Course  of  Liberal  Education.  23 

cing,  with  proper  modifications,  such  parts  of  their  plans  as 
are  suited  to  our  pecuhar  situation  and  character.  The  first 
and  great  improvement  which  we  wish  to  see  made,  is  an 
elevation  in  the  standard  of  attainment  for  admission.  Un- 
til this  is  eftected,  we  shall  only  expose  ourselves  to  inevitable 
failure  and  ridicule,  by  attempting  a  general  imitation  of  for- 
eign universities. 

One  of  the  pleas  frequently  urged  in  favor  of  a  partial  ed- 
ucation, is  the  alleged  want  of  time  for  a  more  enlarged 
course.  We  are  well  aware,  as  we  have  already  observed, 
that  a  thorough  education  cannot  be  begun  and  finished  in 
four  years.  But  if  three  years  immediately  preceding  the 
age  of  twenty-one  be  allowed  for  the  study  of  a  profession, 
there  is  abundant  time  previous  to  this  for  the  attainment  of 
all  which  is  now  required  for  admission  into  the  college,  in 
addition  to  the  course  prescribed  for  the  undergraduates. 
Though  the  limit  of  age  for  admission  is  fixed  by  our  laws  at 
fourteen,  yet  how  often  have  we  been  pressed  to  dispense 
with  the  rule,  in  behalf  of  some  youth  who  has  completed 
his  preparation  at  an  earlier  period;  and  who,  if  compelled 
to  wait  till  he  has  attained  the  requisite  age,  "  is  in  danger 
of  being  ruined  for  want  of  employment?"  May  we  not  ex- 
pect, that  this  plea  will  be  urged  with  still  greater  earnest- 
ness, when  the  present  improved  methods  of  instruction  in 
the  elementary  and  preparatory  schools,  are  more  and  more 
accelerating  the  early  progress  of  the  pupil? 

But  suppose  it  should  happen  that  the  student,  in  conse- 
quence of  commencing  his  studies  at  a  later  period,  should 
be  delayed  a  little  longer,  before  entering  upon  the  duties  of 
his  profession  ;  is  this  a  sacrifice  worthy  to  be  compared  with 
the  immense  difierence  between  the  value  of  a  limited  and  a 
thorough  education  ?  Is  a  young  man's  pushing  forward  into 
business,  so  indispensable  to  his  future  welfare,  that  rather 
than  suspend  it  for  a  single  year,  he  must  forego  all  the  ad- 
vantage of  superior  intellectual  discipline  and  attainments  ? 

We  well  know  that  the  whole  population  of  the  country 
can  never  enjoy  the  benefit  of  a  thorough  course  of  educa- 
tion. A  large  portion  must  be  content  with  the  very  limited 
instruction  in  our  primary  schools.  Others  may  be  able  to 
add  to  this  the  privilege  of  a  few  months  at  an  academy. 
Others  still,  with  higher  aims  and  more  ample  means,  may 
afford  to  spend  two  or  three  years,  in  attending  upon  a  par- 
tial course  of  study,  in  some  institution  which  furnishes  in- 


S4  Report  on  a  Course  of  Liberal  Education* 

struction  in  any  branch  or  branches  selected  by  the  pupil  or 
his  parents. 

The  question  is  then  presented,  whether  the  college  shall 
have  all  the  variety  of  classes  and  departments  which  are 
found  in  academies ;  or  whether  it  shall  confine  itself  to  the 
single  object  of  a  well  proportioned  and  thorough  course  of 
study.  It  is  said  that  the  public  now  demand,  that  the  doors 
should  be  thrown  open  to  all ;  that  education  ought  to  be  so 
modified,  and  varied,  as  to  adapt  it  to  the  exigencies  of  the 
country,  and  the  prospects  of  different  individuals ;  that  the 
instruction  given  to  those  who  are  destined  to  be  merchants, 
or  manufacturers,  or  agriculturalists,  should  have  a  special 
reference  to  their  respective  professional  pursuits. 

The  public  are  undoubtedly  right,  in  demanding  that  there 
should  be  appropriate  courses  of  education,  accessible  to 
all  classes  of  youth.  And  we  rejoice  at  the  prospect  of  am- 
ple provision  for  this  purpose,  in  the  improvement  of  our 
academies,  and  the  establishment  of  commercial  high- 
schools,  gymnasia,  lycea,  agricultural  seminaries,  &c.  But 
do  the  public  insist,  that  every  college  shall  become  a  high- 
school,  gymnasium,  lyceum,  and  academy  ?  Why  should 
we  interfere  with  these  valuable  institutions  ?  Why  wish  to 
take  their  business  out  of  their  hands  ?  The  college  has  its 
appropriate  object,  and  they  have  theirs.  What  advantage 
would  be  gained  by  attempting  to  blend  them  all  in  one? 
When  in  almost  all  our  schools,  and  academies,  and  profes- 
sional seminaries,  the  standard  of  education  has  been  en- 
larged and  elevated,  is  this  a  time  for  the  college  to  loiver 
its  standard  ?  Shall  we  fall  back,  and  abandon  the  ground 
which,  for  thirty  years  past,  we  have  been  striving  so  hard 
to  gain  ?  Are  those  who  are  seeking  only  a  partial  educa- 
tion to  be  admitted  into  the  college,  merely  for  the  purpose 
of  associating  its  name  with  theirs?  of  carrying  away  with 
them  a  collegiate  diploma^  without  incurring  the  fearful  haz- 
ard of  being  over-educated  ?  Why  is  a  degree  from  a  col- 
lege more  highly  prized,  than  a  certificate  from  an  academy, 
if  the  former  is  not  a  voucher  of  a  superior  education?  When 
the  course  of  instruction  in  the  one,  is  reduced  to  the  level 
of  that  in  the  other;  to  be  graduated  at  either,  will  be  equal- 
ly honorable.  What  is  the  characteristic  difference  between 
a  college  and  an  academy  ?  Not  that  the  former  teaches 
more  branches  than  the  latter.  There  are  many  academies 
in  the  country,  whose  scheme  of  studies,  at  least  upon  paper. 


Report  on  a  Course  of  Liberal  Education.  '-25 

IS  more  various  than  that  of  the  colleges.  But  while  an 
academy  teaches  a  little  of  every  thing,  the  college,  by  di- 
recting its  efforts  to  one  uniform  course,  aims  at  doing  its 
work  with  greater  precision,  and  economy  of  time;  just  as 
the  merchant  who  deals  in  a  siugle  class  of  commodities,  or 
a  manufacturer  who  produces  but  one  kind  of  fabrics,  exe- 
cutes his  business  more  perfectly,  than  he  whose  attention 
and  skill  are  divided  among  a  multitude  of  objects. 

If  our  treasury  were  overflowing,  if  we  had  a  surplus  fund, 
requiring  us  to  look  out  for  some  new  object  on  which  to  ex- 
pend it,  there  might  perhaps  be  no  harm  in  establishing  a 
department  for  a  brief  and  rapid  course  of  study,  so  far  con- 
nected with  the  colh^ijre,  as  to  be  under  the  superintendence 
of  the  same  board  of  trust.  But  it  ought  to  be  as  distinct 
from  the  four  classes  of  undergraduates,  as  is  the  medical  or 
law  school.  All  the  means  which  are  now  applied  to  the 
proper  collegiate  department,  are  barely  sufficient,  or  rather 
are  insufficient,  for  the  object  in  view.  No  portion  of  our  re- 
sources, or  strength,  or  labor,  can  be  diverted  to  other  pur- 
poses, WMthout  impairing  the  education  which  we  are  at- 
tempting to  give.  A  London  university,  commencing  with 
a  capital  of  several  hundred  thousand  dollars,  and  aiming  to 
provide  a  system  of  instruction  for  the  youth  in  a  city  whose 
population  is  more  than  a  million,  may  well  establish  its  high- 
er and  inferior  courses,  its  scientific  and  practical  depart- 
ments, its  professional,  mercantile,  and  mechanical  institu- 
tions. But  shall  a  college,  with  an  income  of  two  or  three 
thousand  a  year  from  funds,  affect  to  be  at  once  a  London 
university?  Should  we  ever  become  such  an  institution, 
our  present  undergraduate  course,  ought  still  to  constitute 
one  distinct  branch  of  the  complicated  system  of  arrange- 
ments. 

But  might  we  not,  by  making  the  college  more  accessible 
to  different  descriptions  of  persons,  enlarge  our  numbers,  and 
in  that  way,  increase  our  income  ?  This  might  be  the  opera- 
tion of  the  measure,  for  a  very  short  time,  while  a  degree 
from  the  college  should  retain  its  present  value  in  public  es- 
timation ;  a  value  depending  entirely  upon  the  character  of 
the  education  which  we  give.  But  the  moment  it  is  under- 
stood that  the  institution  has  descended  to  an  inferior  stand- 
ard of  attainment,  its  reputation  will  sink  to  a  corresponding 
level.  After  we  shall  have  become  a  college  in  na?ne  onhj^ 
and  in  reality  nothing  more  than  an  academy  ;   or  half  col- 

4 


26  Report  on  a  Course  of  Liberal  Education, 

lege,  and  halfacademy  ;  what  will  induce  parents  in  varioa£- 
and  distant  parts  of  the  country,  to  send  us  their  sons,  when 
they  have  academies  enough  in  their  own  neighborhood  ? 
There  is  no  magical  influence  in  an  act  of  incorporation,  to 
give  celebrity  to  a  literary  institution,  which  does  not  com- 
mand respect  for  itself,  by  the  elevated  rank  of  its  education. 
When  the  college  has  lost  its  hold  on  the  public  confidence, 
by  depressing  its  standard  of  merit,  by  substituting  a  partial, 
for  a  thorough  education,  we  may  expect  that  it  will  be  de- 
serted by  that  class  of  persons  who  have  hitherto  been  drawn 
here  by  high  expectations  and  purposes.  Even  if  we  should 
not  immediately  suffer  in  point  of  numbers^  yet  we  shall  ex- 
change the  best  portion  of  our  students,  for  others  of  inferior 
aims  and  attainments. 

As  long  as  we  can  maintain  an  elevated  character,  we 
need  be  under  no  apprehension  with  respect  to  numbers. 
Without  character,  it  will  be  in  vain  to  think  of  retaining 
them.  It  is  a  hazardous  experiment,  to  act  upon  the  plan 
of  gaining  numbers  first,  and  character  afterwards. 

We  are  sensible  there  is  great  imperfection  in  the  execu- 
tion of  the  purpose  to  give  a  thorough  course  of  instruction^ 
The  observations  which  we  have  made  on  this  subject,  relate 
rather  to  what  we  would  wish  to  see  effected,  than  to  what 
we  profess  to  have  actually  accomplished.  Numerous  and 
formidable  difliculties  are  to  be  perpetually  encountered 
One  of  the  principal  of  these,  is  the  call  which  is  so  frequent- 
ly made  upon  us,  to  admit  students  into  the  college  with  de- 
fective preparation.  Parents  are  little  aware  to  what  em- 
barrassments and  injury  they  are  subjecting  their  sons,  by 
urging  them  forward  to  a  situation  for  which  they  are  not 
properly  qualified.  Of  those  who  are  barely  admitted,  one 
and  another  is,  from  time  to  time,  dropped  off  from  the  class. 
Here  and  there  one,  after  making  his  way,  with  much  per- 
plexity and  mortification,  through  the  four  years,  just  obtains 
a  degree  at  last;  which  is  nearly  all  the  benefit  that  he  de- 
rives from  his  residence  here.  Whereas,  if  he  had  come  to 
us  well  prepared,  he  might  have  held  a  respectable  rank  in 
his  class,  and  acquired  a  substantial  education. 

Another  serious  difficulty  with  which  we  have  to  contends 
is  the  impression  made  on  the  minds  of  a  portion  of  our  stu- 
dents, from  one  quarter  and  another,  that  the  study  of  any 
thing  for  which  they  have  not  an  instinctive  relish,  or  which 
requires  vigorous  and  continued  effort^  or  which  is  not  imme- 


Report  on  a  Course  of  Liberal  Education,  27 

^lately  connected  with  their  intended  professional  pursuits, 
is  of  no  practical  utility.  They  of  course  remain  ignorant  of 
that  which  they  think  not  worth  the  learning.  We  are  con- 
cerned to  find,  that  not  only  students,  but  their  parents  also, 
seem  frequently  more  solicitous  for  the  name  of  an  educa- 
tion, than  the  substance. 

The  difficulties  with  which  we  are  now  struggling,  we  fear 
would  be  increased,  rather  than  diminished,  by  attempting 
to  unite  different  plans  of  education.  It  is  far  from  being 
our  intention  to  dictate  to  other  colleges  a  system  to  be 
adopted  by  them.  There  may  be  good  and  sufficient  rea- 
sons  why  some  of  them  should  introduce  a  partial  course  of 
instruction.  We  are  not  sure,  that  the  demand  for  thorough 
education  is,  at  present,  sufficient  to  fill  all  the  colleges  in 
the  United  States,  with  students  who  will  be  satisfied  with 
nothing  short  of  high  and  solid  attainments.  But  it  is  to  be 
hoped  that,  at  no  very  distant  period,  they  will  be  able  to 
come  up  to  this  elevated  ground,  and  leave  the  business  of 
second-rate  education  to  the  inferior  seminaries. 

The  competition  of  colleges  may  advance  the  interests  of 
literature :  if  it  is  a  competition  for  excellence,  rather  than 
for  numbers;  if  each  aims  to  surpass  the  others,  not  in  an 
imposing  display,  but  in  the  substantial  value  of  its  educa- 
tion. When  the  rivalry  becomes  a  mere  scramble  for  num- 
bers, a  dexterous  arrangement  of  measures  in  beating  up  for 
recruits,  the  standard  of  attainment  will  sink  lower  and  low- 
er, till  the  colleges  are  brought  to  a  level  with  common  acad- 
emies. Does  it  become  the  patrons  and  guardians  of  sound 
learning,  to  yield  to  this  depressing  and  deteriorating  influ- 
ence ?  Our  country  has  ample  resources  for  furnishing  to 
great  numbers  the  means  of  a  thorough  education.  At  the 
same  time,  peculiar  temptations  are  here  presented  to  our 
youth,  to  induce  them  to  rest  satisfied  with  a  partial  and  su- 
perficial course  of  study.  In  Europe, the  competition  among 
literary  men  is  so  pressing,  that  those  of  moderate  attain- 
ments can  have  little  hope  of  success.  But  in  this  country, 
the  field  of  enterprise  is  so  wide,  the  demand  for  even  ordi- 
nary learning  is  so  urgent,  and  the  occupations  which  yield 
a  competent  living  are  so  numerous  and  accessible ;  that  a 
young  man  of  a  very  limited  stock  of  knowledge,  if  he  have 
a  good  share  of  self-confidence,  and  a  driving,  bustling  spirit, 
«an  push  himself  forward  into  notice  and  employment.  He 
may  even  mount  the  steps  which  lead  to  office  and  popular 


28  Report  on  a  Course  of  Liberal  Education, 

applause.  If  he  fail  to  enlighten  his  countrymen  by  his  ifi- 
tellectual  superiority,  he  may  at  least  attract  their  gaze  by 
the  tinsel  of  his  literary  ornaments.  This  is  the  allurement 
to  a  hurried  and  superficial  education.  We  have  abundant 
supplies  of  this  Lombardy-poplar  growth  ;  slender,  frail,  and 
blighted.  We  should  like  to  see  more  of  the  stately  elm ; 
striking  deep  its  roots,  lifting  its  head  slowly  to  the  skies, 
spreading  wide  its  grateful  shade,  and  growing  more  and 
more  venerable  with  years.  Tht^re  are  few  instances  of  a 
more  improvident  expenditure  of  time  and  money,  than  that 
which  is  wasted  upon  a  superficial  education.  The  parent 
often  labors  hard  to  furnish  his  son  with  the  means  of  ac- 
quiring that  which  is  of  no  substantial  value  ;  when  with  a 
little  more  time,  and  a  small  additional  expense,  a  foundation 
might  have  been  effectually  laid,  for  high  hterary  excellence, 
and  professional  distinction. 

Our  duty  to  our  country  demands  of  us  an  effort  to  pro- 
vide the  means  of  a  thorough  education.  There  is  perhaps 
no  nation  whose  interests  would  be  more  deeply  affected,  by 
a  substitution  of  superficial  for  solid  learning.  The  univer- 
sal diffusion  of  the  common  branches  of  knowledge^  renders 
it  necessary  that  those  who  aspire  to  literary  eminence  should 
ascend  to  very  elevated  ground.  They  must  take  their  po- 
sition on  a  summit  which  towers  above  the  height  of  sur- 
rounding ranges  of  hills.  In  the  midst  of  so  enlightened  a 
population,  can  he  be  distinguished,  whose  education  has 
scarcely  given  him  more  enlarged  views,  than  he  might  ac- 
quire, by  conversation  in  stages  and  steam  boats;  or  the 
reading  of  new^spapers,  and  a  volume  or  two  of  elegant  ex- 
tracts ? 

The  unexampled  multiplication  of  schools  and  academies 
in  this  country,  requires  that  colleges  should  aim  at  a  high 
standard  of  literary  excellence.  The  conviction  is  almost 
universal,  that  the  former,  as  well  as  the  latter,  admit  of 
great  improvements.  But  who  are  to  make  these  improve- 
ments, and  give  character  and  tone  to  our  systems  of  instruc- 
tion, if  there  are  few  men  of  thorough  education  in  the  coun- 
try ?  He  who  is  to  arrange  an  extensive  scheme  of  meas- 
ures, ought  himself  to  stand  on  an  eminence,  from  which  he 
can  command  a  view  of  the  whole  field  of  operation.  Su- 
perficial learning  in  our  higher  seminaries,  will  inevitably  ex- 
tend its  influence  to  the  inferior  schools.  If  the  fountains 
are  shallow  and  turbid,  the  streams  cannot  be  abundant  and 


Report  on  a  Course  of  Liberal  Education.  29 

pure.  Schools  and  colleges  are  not  rival  institutions.  The 
success' of  each  is  essential  to  the  {prosperity  ofthe  other. 

Our  republican  form  of  governtnent  renders  it  highly  im- 
portant, that  great  imnibers  should  enjoy  the  advantage  of 
a  thorouijh  education.  On  the  Eastern  continent,  the  few 
who  are  destined  to  particular  departments  in  political  life, 
may  be  educated  for  the  purpose  ;  while  the  mass  of  ttie 
people  are  left  in  comparative  ignorance.  But  in  this  coun- 
try, wiiere  offices  are  accessible  to  all  who  aie  qualified  for 
them,  superior  intellectual  attainments  ought  not  to  be  con- 
fined to  any  description  of  persons.  Merckarts^  manufactu- 
rers^ and  fanners^  as  well  as  professional  gentlemen,  take 
their  places  in  our  public  councils.  A  thorough  education 
ought  therefore  to  be  extended  to  all  these  classes.  It  is  not 
sufficient  that  they  be  men  of  sound  judgment,  who  can  de- 
cide correctly,  and  give  a  silent  vote,  on  great  national  ques- 
tions. Their  influence  upon  the  minds  of  others  is  needed  ; 
an  influence  to  be  produced  by  extent  of  knowledge,  and  the 
force  of  eloquence.  Ought  the  speaking  in  our  deliberative 
assemblies  to  be  confined  to  a  single  profession  ?  If  it  is 
knowledge,  which  gives  us  the  command  of  physical  agents 
and  instruments,  much  more  is  it  that  which  enables  us  to 
control  the  combinations  of  moral  and  political  machinery. 

Young  men  intended  for  active  employments  ought  not  to 
be  excluded  from  the  colleges,  merely  on  the  ground  that  the 
course  of  study  is  not  specially  adapted  to  their  pursuits. 
Thi>  principle  would  exclude  those  also  who  are  intended 
for  the  professions.  In  either  case,  the  object  of  the  under- 
graduate course,  is  not  to  finish  a  preparation  for  business; 
but  to  impart  that  various  and  general  knowledge,  which 
will  improve,  and  elevate,  and  adorn  any  occupation.  Can 
merchants,  manufacturers,  and  agriculturists,  derive  no  ben- 
efit from  high  intellectual  culture?  They  are  the  very  class- 
es which,  from  their  situation  and  business,  have  the  best  op- 
portunities for  reducing  the  principles  of  science  to  their 
practical  applications.  The  large  estates  which  the  tide  of 
prosperity  in  our  country  is  so  rapidly  accumulating,  will  fall 
mostly  into  their  hands.  Is  it  not  desirable  that  they  should 
be  men  of  superior  education,  of  large  and  liberal  views,  of 
those  solid  and  elegant  attainments,  which  will  raise  them  to 
a  higher  distinction,  than  the  mere  possession  of  property ; 
which  will  not  allow  them  to  hoard  their  treasures,  or  waste 
them  in  senseless  extravagance ;  which  will  enable  them  to 


30  Report  on  a  Course  of  Liberal  Education, 

adorn  society  by  tiieir  learning,  to  move  in  the  more  intelli- 
gent circles  with  dignity,  and  to  make  such  an  application 
of  their  wealth,  as  will  be  most  honorable  to  themselves,  and 
most  beneficial  to  their  country  ? 

The  active,  enterprising  character  of  our  population,  ren- 
ders it  highly  important,  that  this  bustle  and  energy  should 
be  directed  by  sound  intelligence,  the  result  of  deep  thought 
and  early  discipline.  The  greater  the  impulse  to  action,  the 
greater  is  the  need  of  wise  and  skilful  guidance.  When 
nearly  all  the  ship's  crew  are  aloft,  setting  the  topsails,  and 
catching  the  breezes,  it  is  necessary  there  should  be  a  steady 
hand  at  helm.  Light  and  moderate  learning  is  but  poorly 
fitted  to  direct  the  energies  of  a  nation,  so  widely  extended, 
so  intelligent,  so  powerful  in  resources,  so  rapidly  advancing 
in  population,  strength,  and  opulence.  Where  a  free  gov- 
ernment gives  full  liberty  to  the  human  intellect  to  expand 
and  operate,  education  should  be  proportionably  liberal  and 
ample.  When  even  our  mountains,  and  rivers,  and  lakes,  are 
upon  a  scale  which  seems  to  denote,  that  we  are  destined  to 
be  a  great  and  mighty  nation,  shall  our  literature  be  feeble, 
and  scanty,  and  superficial  ? 


Part  II. 


Containing  extracts  from  that  part  of  the  report  of  the  fac- 
ulty in  which  the  resolution  of  the  corporation  is  more 
particularly  considered. 

%  %  ^  -H-  %  •)(■ 

By  a  liberal  education,  it  is  believed,  has  been  generally 
understood,  such  a  course  of  discipline  in  the  arts  and  scien- 
ces, as  is  best  calculated,  at  the  same  time,  both  to  strength- 
en and  enlarge  the  iaculties  of  the  mind,  and  to  familiarize 
it  with  the  leading  principles  of  the  great  objects  of  human 
investigation  and  knowledge.  A  liberal,  is  obviously  distinct 
from  a  professional,  education.  The  former  is  conversant 
with  those  topics,  an  acquaintance  with  which  is  necessary 
or  convenient,  in  any  situation  of  life ;  the  latter,  with  those 
which  qualify  the  individual  for  a  particular  station,  business 
or  employment.  The  former  is  antecedent  in  time  ;  the  lat- 
ter rests  upon  the  former  as  its  most  appropriate  foundation. 
A  liberal  education  is  fitted  to  occupy  the  mind,  while  its 
powers  are  opening  and  enlarging;  a  professional  education 
requires  an  understanding  already  cultivated  by  study,  and 
prepared  by  exercise  for  methodical  and.  persevering  efforts. 


Report  on  a  Course  of  Liberal  Education.  31 

Such  seem  to  be  the  views,  on  which  the  system  of  a  col- 
legiate education  is  founded.  It  has  been  believed,  that 
there  are  certain  common  subjects  of  knowledge,  about 
which  all  men  ought  to  be  informed,  who  are  best  edu- 
cated ;  who  are  prepared  to  mingle  to  the  best  advantage 
with  persons  of  different  tastes,  ages  and  pursuits ;  and  to 
enter  with  the  best  prospects  of  success,  on  the  details  of 
professional  study  and  practice.  As  this  education,  which  is 
called  liberal,  was  originally  founded  on  existing  objects  of 
literary  interest  and  pursuit,  it  lias  always  had  reference  to 
such  objects,  and  has  varied  with  the  varying  state  of  knowl- 
edge. What,  therefore,  at  one  time,  has  been  iield  in  little 
estimation,  and  has  hardly  found  a  place  in  a  course  of  liberal 
instruction,  has,  under  other  circumstances,  risen  into  repute, 
and  received  a  proportional  share  of  attention.  It  is  not  now 
the  inquiry,  whether  the  changes  in  the  collegiate  course 
have  been  sufficiently  great  and  frequent ; — it  is  enough  for 
the  present  purpose,  to  state  the  fact  of  such  changes,  and 
to  admit  their  propriety. 

An  education,  then,  to  be  liberal,  should  have  reference  to 
the  principal  branches  of  knowledge ;  and  as  knowledge 
varies,  education  should  vary  with  it. 

The  subject  of  inquiry  now  presented,  is,  whether  the  plan 
of  instruction  pursued  in  Yale  College,  is  suificiently  accom- 
modated to  the  present  state  of  literature  and  science ;  and, 
especially,  whether  such  a  change  is  demanded  as  would 
leave  out  of  this  plan  the  study  of  the  Greek  and  Roman 
classics,  and  make  an  acquaintance  with  ancient  literature 
no  longer  necessary  for  a  degree  in  the  liberal  arts.  Before 
considering  this  topic  directly,  it  may  be  useful  to  premise  a 
few  remarks  on  another  branch  of  liberal  education,  in  order 
more  clearly  to  exhibit  the  kind  of  objections  which  are  often 
thrown  out,  some  against  one  part,  and  some  against  anoth- 
er, of  the  whole  course  of  collegiate  study ; — and  to  make 
more  apparent  the  limited  and  inadequate  views  of  those 
who  urge  them. 

The  usefulness  of  mathematical  learning  is  generally  ad- 
mitted ;  and  few  persons,  perhaps  none,  would  consider  that 
course  of  education  liberal,  from  which  the  mathematics  are 
wholly  excluded.  At  least,  the  study  of  the  mathematics  is 
allowed  a  prominent  place  in  those  institutions  in  which, 
what  is  called  a  practical  education  is  the  professed  object 
^iimed  at :  and  from  which  the  ancient  languages,  on  the 


32  Report  on  a  Course  of  Liberal  Education, 

ground  of  their  being  of  little  or  no  practical  utility,  arc  m 
part  or  wholly  excluded.  If  it  is  asked,  on  what  grounds  the 
pretensions  of  mathematical  learning  rest  ?  the  reply  is  at 
hand.  The  study  of  the  mathematics,  by  the  consent  of  the 
ablest  men  who  have  been  conversant  with  the  business  of 
instruction,  is  especially  adapted  to  sharpen  the  intellect,  to 
strengthen  the  faculty  of  reason,  and  to  induce  a  general 
habit  of  mind  favorable  to  the  discovery  of  truth  and  the  de- 
tection of  error.  Mathematical  science,  furthermore,  lies  at 
the  foundation  of  most  of  the  practical  sciences  ;  or  affords 
valuable  aid  in  illustrating  their  principles,  and  in  applying 
them  to  the  purposes  of  life.  It  forms  the  best  preparation 
for  pursuing  the  study  of  physics  in  all  its  branches;  and  is 
not  without  its  use,  at  least  in  its  indirect  influence,  in  most 
of  our  reasoning  on  other  subjects. 

But  here  it  is  sometimes  objected,  that  though  much  of 
this  may  be  true,  still  mathematical  knowledge,  to  most  stu- 
dents is  of  little  practical  use.  The  plain  rules  of  arithme- 
tic, it  is  said,  are  all  which  most  men  ever  find  occasion  to  ap- 
ply ;  and  if  to  these  rules  is  added  a  knowledge  of  book- 
keeping, ^ew^  indeed,  feel  the  want  of  more  extensive  infor- 
mation in  this  department  of  knowledge.  Why,  it  is  asked, 
should  a  student  be  compelled  to  devote  years  to  the  acquisi- 
tion of  a  species  of  knowledge,  which  is  useful  only,  as  it 
enables  him  to  advance  to  the  study  of  navigation,  surveying, 
astronomy,  and  other  sciences,  into  which  mathematical 
principles  largely  enter;  when  he  has  no  wish  or  expecta- 
tion to  engage  practically  in  either  of  these  sciences ; — and 
will  probably  from  his  distaste  for  the  whole  subject,  forget 
in  a  few  years,  what  he  has  learned  with  so  great  labor?  If 
a  man  occupied  in  divinity,  law  or  physic,  wishes  to  know  any 
principle  in  navigation,  let  him  inquire,  says  the  objector,  of 
some  one  whose  business  it  is  to  understand  this  science.  If 
he  wishes  a  substance  analyzed,  let  him  apply  to  the  profess- 
ed chemist ;  if  he  wishes  to  know  the  name  of  some  mineral, 
its  properties,  or  its  use,  let  him  ask  the  mmeralogist,  who 
from  his  love  of  this  science,  has  made  himself  familiar  with 
the  numerous  facts  and  details  which  it  embraces  ;  and  who, 
by  his  superior  knowledge  in  his  profession,  finds  actual  em- 
ployment within  its  precincts.  If  it  is  important,  that  he 
should  know  the  times  of  the  rising  and  setting  of  the  sun 
and  moon,  the  time,  quantity,  or  duration  of  an  eclipse,  let 
him  purchase  an  almanac,  which  is  a  much  shorter  way  to- 


Report  on  a  Course  of  Liberal  Education.  33 

the  whole  of  this  knowledge,  than  to  determine  even  one  of 
these   particulars   by  his  own  calculation.     Let  those  study 
the  sciences,  and  those  only,  who  have  a  taste  for  them,  and 
who  expect  to  pursue  at  least  some  one  science  for  a  liveli- 
hood.    If  the   knowledge  of  any  science  is  of  use,  the  de- 
mand for  this   knowledge  will  insure  not  only  its  existence, 
but  Its   prevalence  to  the  exact  extent  needed  ;  and   every 
thing   beyond    this  is   not   only  superfluous    but   injurious. 
Those  act  in  opposition  to  the  plainest  principles  of  political 
economy,  who  manufacture  for  the  market  an  unsaleable 
article.     If  wares  are  not  wanted,   who  does  not  see,  that 
there  will  be  a  glut?  and  the  manufacturer,  who  shall  persist 
in  furnishing  them,   will  work  his  own  ruin  :  that  is,  institu- 
tions, in  which  mathematics  are  taught  beyond  their  actual 
application  to  use,  will  of  necessity  be  deserted  by  the  public. 
But  notwithstanding  all  these  difficulties  and  objections, 
the  knowledge  in  question  is  still  practical ;  not  in  the  nar- 
row view  of  it  which  the  objector  takes,  but  in  a  sense  higher 
and  wider,  and   which  it  may  be  useful  briefly  to  explain. 
The  student,  who  has  laid  up  a  fund  of  mathematical  knowl- 
edge, and  has  extended  his  inquiries  to  those  sciences  which 
depend  on  mathematical  principles,  though  he  is  employed 
in  the  practical  application  of  no  science,  yet  is  brought 
into  an  important  relation   to  those   who  are  so  employed, 
and  experiences  from  this  relation  the  most  important  bene- 
fits.   He  is  able  to  judge  of  the  pursuits  of  others,  to  estimate 
the  value  of  these  pursuits,  to  understand  the  progress  of  sci- 
ence, and  to  feel  an  interest  in  the  occupations  of  a  large 
portion  of  mankind.     Whether  his  own  station  in  life  is  pub- 
lic or  private,  whether  he  engages   in  a  professional  career, 
or  is  called  upon  to  discharge  the  duties  of  a  magistrate,  the 
occasions  for  employing   his   knowledge   are  innumerable. 
Granting,  that  he  loses  from  his  memory,  many  or  most  of 
the  details  of  the  sciences,  he  still  knows  where  to  apply  for 
information,  and  how  to  direct  his  inquiries ;  and  is  able  to 
judge  correctly  of  the  talents  and  pretensions  of  those  who 
are  prominent  in  any  one  department,  and  whom  he  may 
wish  to  employ  in  the  accomplishment  of  actual  business. 
He  is  acquainted  with  the  region  where  he  is,  acts  more  un- 
derstandinirly  in  what  he  undertakes,  and  is  found,  in  conse- 
quence of  his  knowledge,  to  be,  in  all   his  transactions,  a 
more  practical  man.     The  student  Hkewise,  by  familiarizing 
himself  with  the  general  principles  of  the  sciences,  prepares 


34  Report  on  a  Course  of  Liberal  Education, 

himself  for  pursuing,  to  whatever  extent  he  chooses,  any  one 
branch,  for  which  he  finds  himself  to  possess  talents  and  in- 
clination. Educated  in  this  way,  besides  the  advantages  of 
mental  discipline  which  have  been  already  mentioned,  he 
enlarges  the  circle  of  his  thoughts,  finds  in  his  superior  infor- 
mation, new  means  of  benefiting  or  influencing  others,  and 
his  mind  is  thus  far  liberalized  by  liberal  knowledge. 

Jt  is  on  the  same  general  grounds,  that  the  use  and  neces- 
sity of  classical  literature  in  a  liberal  education  may  be  de- 
fended. That  this  study  occupies,  at  the  present  time,  an 
important  place  among  literary  pursuits,  both  in  Europe  and 
America,  will  not  be  denied.  In  the  British  Islands,  in 
France,  Germany,  Italy,  and,  indeed,  in  every  country  of 
Europe  in  which  literature  has  acquired  distinction  and  im- 
portance, the  Greek  and  Roman  classics  constitute  an  es- 
sential part  of  a  liberal  education.  In  some  countries,  classi- 
cal studies  are  reviving  from  a  temporary  depression  ;  in  oth- 
ers, where  no  such  depression  has  been  experienced,  they 
are  pursued  with  increased  ardor;  and  in  none,  are  they 
known  to  be  declining  in  public  estimation.  There  may  be 
more  variety  of  opinion  than  formerly,  as  to  the  use  of  classi- 
cal learning  in  certain  departments  of  life;  but  the  conviction 
of  its  necessity  in  the  highest  education,  that  which  has  any 
claim  or  pretence  to  be  denominated  liberal,  is  not  known 
to  have  sustained  any  considerable  change.  The  literature 
of  every  country  of  Europe  is  founded  more  or  less  on  clas- 
sical literature,  and  derives  from  this  source  its  most  impfirt- 
ant  illustrations.  This  is  evident  not  only  from  such  works 
as  have  long  since  appeared,  and  which  form  the  standard 
literature  of  modern  times,  but  from  those  most  recently 
published,  and  even  from  the  periodical  works  of  the  day. 
Classical  learning  is  interwoven  with  every  literary  discus- 
sion. The/aci  only  is  here  insisted  on,  and  this  is  undenia- 
ble. Whoever,  then,  without  a  preparation  in  classical  lite- 
rature, engages  in  any  literary  investigation,  or  undertakes  to 
discuss  any  literary  topic,  or  associates  with  those  who  in 
any  country  of  Europe,  or  in  this  country,  are  acknowledged 
to  be  men  of  liberal  acquirements,  immediately  feels  a  defi- 
ciency in  his  education,  and  is  convinced  that  he  is  destitute 
of  an  important  part  of  practical  learning.  If  scholars,  then, 
are  to  be  prepared  to  act  in  the  literary  world  as  it  in  fact 
exists,  classical  literature,  from  considerations  purely  practi- 
cal, should  form  an  important  part  of  their  early  discipline. 


Report  on  a  Course  of  Liberal  Education.  35 

But  the  claims  of  classical  learning  are  not  limited  to  this 
single  view.  It  may  be  defended  not  only  as  a  necessary 
branch  of  education,  in  the  present  state  of  the  world,  but  on 
the  ground  of  its  distinct  and  independent  merits.  Famil- 
iarity with  the  Greek  and  Roman  writers  is  especially  adapt- 
ed to  form  the  taste,  and  to  discipline  the  mind,  both  in 
thought  and  diction,  to  the  relish  of  what  is  elevated,  chaste, 
and  simple.  The  compositions  which  these  writers  have 
left  us,  both  in  prose  and  verse,  whether  considered  in  refer- 
ence to  structure,  style,  modes  of  illustration,  or  general  ex- 
ecution, approach  nearer  than  any  others  to  what  the  human 
mind,  when  thoroughly  informed  and  disciplined,  of  course 
approves  ;  and  constitute,  what  it  is  most  desirable  to  pos- 
sess, a  standard  for  determining  literary  merit.  This  excel- 
lence of  the  ancient  classic  writers  is,  indeed,  doubted  or  de- 
nied ; — and  it  becomes,  therefore,  necessary  to  adduce  such 
proof  of  it  as  the  subject  admits. 

The  case  here  to  be  considered  is  not  unaccompanied  by 
analogies.  In  the  range  of  human  improvement,  there  are 
other  facts  nearly  allied,  both  in  their  character  and  circum- 
stances, to  this  now  asserted,  which  afford  it  very  powerful 
support.  Architecture  and  sculpture,  in  their  most  a})proved 
forms,  not  only  had  their  origin,  but  received  their  perfec- 
tion in  Greece.  These  arts  may  have  been,  in  certain  re- 
spects, modified  in  the  progress  of  time  ;  changes  may  have 
been  introduced  to  accommodate  their  productions  to  the 
necessities  and  manners  of  a  later  age ;  yet  the  original  works 
of  Grecian  genius  are  the  models  by  which  artists,  even  at 
the  present  time,  direct  their  labors  ;  the  standards  by  which, 
in  a  great  measure,  their  merits  are  determined.  It  is  in  vain 
to  pretend  that  this  is  the  effect  of  prejudice,  the  bias  of  early 
impressions,  and  the  undue  veneration  of  antiquity.  The 
statuary,  in  modelling  a  head  or  an  arm,  has  nature  always 
in  view ;  yet  he  refers  notwithstanding  to  the  remains  of 
Grecian  art  as  his  best  guides,  the  surest  interpreters  of  na- 
ture itself.  His  work  is  not  imitation  ;  it  is  a  nearer  approach 
to  perfection  through  the  skill  derived  from  the  contempla- 
tion and  study  of  superior  excellence.  In  architecture,  the 
eye  of  one  least  conversant  with  antiquity  is  struck  with  the 
simplicity  and  just  proportions  of  Grecian  models  ;  and  these 
first  impressions  are  strengthened  by  observation  and  reflec- 
tion. Time,  which  brings  to  light  so  many  defects,  and 
suggests  so  many  improvements  in  most  of  the  discoveries  of 


36  Rejjort  on  a  Courie  of  Liberal  Education. 

men,  has  added  its  sanction  to  the  perfection,  which  follow- 
ed the  efforts  of  the  early  cultivators  of  architectural  science. 

If,  then,  sculpture  and  architecture,  after  the  revolution  of 
so  many  centuries,  still  derive  aid  from  the  remains  of  an- 
cient skill,  it  ought  not  to  excite  surprise,  that  in  other  de- 
partments of  taste,  antiquity  should  exhibit  the  same  excel- 
lence ;  we  need  not  wonder,  that  in  poetry  and  eloquence,  it 
should  have  hkewise  left  specimens,  worthy  to  become  pat- 
terns for  succeeding  ages.  That  this  superiority  belongs  to 
ancient  literature,  is  proved  by  the  only  proper  evidence,  the 
voice  of  men  of  letters  in  every  country  where  the  classics 
have  been  studied,  and  where  a  correct  taste  has  prevailed. 
It  is  unnecessary  here  to  cite  authorities.  The  literature  of 
Europe  attests  the  fact.  Hardly  a  question  can  be  named 
where  the  practical  decision  of  mankind  has  been  more  ab- 
solute. 

But  the  study  of  the  classics  is  useful,  not  only  as  it  lays 
the  foundations  of  a  correct  taste,  and  furnishes  the  student 
with  those  elementary  ideas  which  are  found  in  the  literature 
of  modern  times,  and  which  he  no  where  so  well  acquires  as 
in  their  original  sources ; — but  also  as  the  study  itself  forms 
the  most  eftectual  discipline  of  the  mental  faculties.  This  is 
a  topic  so  often  insisted  on,  that  little  need  be  said  of  it  here. 
It  must  be  obvious  to  the  most  cursory  observer,  that  the 
classics  atford  materials  to  exercise  talent  of  every  degree, 
from  the  first  opening  of  the  youthful  intellect  to  the  period 
of  its  highest  maturity.  The  range  of  classical  study  extends 
from  the  elements  of  language,  to  the  most  difficult  questions 
arising  from  literary  research  and  criticism.  Every  faculty 
or  the  mind  is  employed  ;  not  only  the  memory,  judgment, 
and  reasoning  powers,  but  the  taste  and  fancy  are  occupied 
and  improved. 

Classical  discipHne,  likewise,  forms  the  best  preparation  for 
professional  study.  The  interpretation  of  language,  and  its 
correct  use,  are  no  where  more  important,  than  in  the  pro- 
fessions of  divinity  and  law.  But  in  a  course  of  classical  ed- 
ucation, every  step  familiarizes  the  mind  with  the  structure 
of  language,  and  the  meaning  of  words  and  phrases.  In  re- 
searches of  a  historical  nature,  and  many  such  occur  in  the 
professions,  a  knowledge,  especially  of  the  Latin  language, 
is  often  indispensable.  The  use  of  a  thorough  knowledge  of 
Greek  to  a  theologian,  no  one  will  deny.  It  is  admitted  that 
instances  may  be  found  of  distinguished  success  in  these  pro^ 


Report  on  a  Course  of  Liberal  Education.         37 

fessions,  where  the  advantages  of  a  classical  education  were 
not  enjoyed; — but  success  of  this  kind  proves  only  that  tal- 
ents may  sometimes  force  thi^r  way  to  eminence  through 
powerful  obstacles.  In  settling  a  plan  of  education,  the  in- 
quiry should  be,  not  what  some  men  of  uncommon  endow- 
ments have  done,  but  what  most  men  find  necessary.  Even 
in  cases  of  extraordinary  success,  such  as  have  been  now  al- 
luded to,  the  want  of  classical  knowledge  has  been  often  felt 
and  lamented. 

In  the  profession  of  medicine,  the  knowledge  of  the  Greek 
and  Latin  languages  is  less  necessary  now  than  formerly; 
but  even  at  the  present  time  it  may  be  doubted,  whether  the 
fac^ilities  which  classical  learning  affords  for  understanding 
and  rendering  familiar  the  terms  of  science,  do  not  more 
than  counterbalance  the  time  and  labor  requisite  for  obtain- 
ing this  learning.  Besides,  a  physician,  who  would  thor- 
oughly investigate  the  history  of  his  profession,  will  find  a 
knowledge  of  the  ancient  languages,  essential  to  his  object. 
In  ail  the  professions,  likewise,  a  knowledge  of  general  lite- 
rature is  of  high  importance  as  a  qualification  for  extensive 
intercourse  with  mankind.  The  formality  of  the  professional 
character,  where  the  course  of  reading  and  thinking  is  con- 
fined to  one  channel,  has  often  been  remarked.  The  mere 
divine,  the  mere  lawyer,  or  the  mere  physician,  however  well 
informed  he  may  be  in  his  particular  profession,  has  less 
chance  of  success,  than  if  his  early  education  had  been  of  a 
more  liberal  character. 

For  these  very  obvious  advantages,  which  now  attend  the 
study  of  classical  literature  in  the  college,  the  course  of  study 
which,  it  is  understood,  would  be  proposed  as  a  substitute, 
promises  but  few  and  partial  equivalents.  Instead  of  the  po- 
ems of  Homer,  which  have  had  so  extensive  and  important 
an  influence  on  the  heroic  poetry  of  all  succeeding  times,  and 
which,  it  cannot  be  denied,  are  constantly  appealed  to  as 
establishing  many  of  the  most  important  canons  of  criticism, 
we  are  presented  in  several  new  courses,  with  the  Henri- 
ade  of  Voltaire;  and  the  History  of  Charles  XII.  of  the 
same  author,  in  place  of  the  historical  writings  of  Livy  and 
Tacitus.  This  is  a  specimen  of  the  improvements  in  educa- 
tion which  are  the  occasion  of  so  much  boasting;  an  exam- 
ple of  a  change  to  render  knowledge  more  practical  and 
popular.  But  in  what  sense,  so  far  as  an  acquaintance  with 
the  rules  of  taste,  and  a  familiarity  with  those  general  prin- 


38        Report  on  a  Course  of  Liberal  Education. 

ciples  by  which  literary  merit  is  judged,  is  a  knowledge  of 
the  Henriade  more  practical  than  a  knowledge  of  the  Iliad? 
How  is  the  former  to  qualify  its  possesser  to  act  in  the  lite- 
rary world  in  a  manner  more  advantageous  than  the  latter? 
Do  we  find  that  by  critics  of  eminence,  Voltaire  as  a  poet 
has  a  higher  place  assigned  him  than  Homer,  or  that  they 
consider  him  as  a  model  to  be  more  carefully  studied  and  im- 
itated? Or  to  make  the  inquiry  more  general;  in  order  to 
understand  the  true  spirit  and  genius  of  Enghsh  litera- 
ture,—which  is  of  the  greatest  practical  use,  the  literature 
of  France,  or  the  literature  of  Greece  and  Rome  ?  The  most 
superficial  acquaintance  with  the  principal  authors  in  our 
language,  is  sufficient  to  excite  wonder,  that  such  questions 
should  be  seriously  asked. 

If  the  new  course  proposed,  considered  as  an  introduction 
to  a  knowledge  of  general  literature,  is  altogether  inferior  to 
the  old,  and  far  less  practical  in  its  character, — it  will  be 
found  not  less  deficient  for  the  purposes  of  mental  discipline. 
To  acquire  the  knowledge  of  any  of  the  modern  languages 
of  Europe,  is  chiefly  an  effort  of  memory.  The  general 
structure  of  these  languages  is  much  the  same  as  that  of  our 
own.  The  few  idiomatical  diflferences,  are  made  familiar 
with  little  labor;  nor  is  there  the  same  necessity  of  accurate 
comparison  and  discrimination,  as  in  studying  the  classic  wri- 
ters of  Greece  and  Rome.  To  establish  this  truth,  let  a  page 
of  Voltaire  be  compared  with  a  page  of  Tacitus. 

Nor  is  this  course  of  education  which  excludes  ancient  lit- 
erature, less  objectionable  as  the  foundation  of  professional 
study.  The  student  who  has  limited  himself  to  French, 
Italian  and  Spanish,  is  very  imperfectly  prepared  to  com- 
mence a  course  of  either  divinity  or  law.  He  knows  less  of 
the  hterature  of  his  own  country,  than  if  he  had  been  edu- 
cated in  the  old  method  ;  the  faculties  of  his  mind  have  been 
brought  into  less  vigorous  exercise ;  and  the  sources  of  the 
knowledge  which  he  is  now  to  acquire,  are  less  accessible. 
If  it  is  said,  that  the  course  of  exclusive  modern  literature  is 
intended  for  those  who  are  not  designed  for  professional 
life  ;  the  reply  is,  that  the  number  of  those  who  obtain  a  lib- 
eral education,  without  at  first  deciding  whether  they  shall 
be  professional  men  or  not,  is  far  from  inconsiderable.  Many, 
who  originally  suppose  their  minds  determined  on  this  sub- 
ject, alter  their  determinations  from  circumstances,  which 
they  could  not  foresee.     Adopt  the  course  proposed,  and 


Report  on  a  Course  of  Liberal  Education.  39 

many  would  enter  upon  it,  merely  from  its  novelty ;  more 
from  a  persuasion,  that  it  would  be  attended  with  less  labor; 
and  the  consequence  would  be,  that  the  college,  so  far  ag 
this  cause  should  operate,  would  be  the  means  of  lowering 
the  professional  character  of  our  country.  But  here  it  will 
be  asked.  Is  the  literature  of  the  modern  nations  of  Europe 
to  form  no  part  of  a  course  of  liberal  education  ?  Is  not 
modern  literature  a  subject  of  discussion  as  well  as  ancient? 
Undoubtedly  it  is  ;  and  facilities  for  acquiring  the  more  pop- 
ular languages  of  Europe  should  be  afforded  in  our  public 
institutions.  The  claims  of  the  modern  languages  are  ques- 
tioned only  when  they  are  proposed  as  substitutes  for  the  an- 
cient, not  when  they  are  recommended  on  their  own  merits. 
If  modern  literature  is  valuable,  it  should  be  studied  in  that 
way,  which  leads  most  directly  to  a  thorough  understanding 
of  it;  and  this  way  lies  through  the  literature  of  the  an- 
cients. If  the  languages  and  literature  of  Italy,  France  and 
Spain,  beyond  what  is  merely  superficial,  is  an  object  with 
the  student,  they  should  be  acquired  through  the  Latin  ;  nor 
is  there  reason  to  doubt,  so  far  as  experience  affords  the 
means  of  judging,  that  this  is  the  most  expeditious  mode  of 
acquiring  a  familiarity  with  the  languages  in  question.  To 
begin  with  the  modern  languages  in  a  course  of  education,  is 
to  reverse  the  order  of  nature. 

Modern  languages,  with  most  of  our  students,  are  studied, 
and  will  continue  to  be  studied,  as  an  accomplishment,  rath- 
er than  as  a  necessary  acquisition.  Those  likewise  who 
spend  time  in  learning  to  speak  the  modern  languages,  soon 
lose  their  knowledge,  unless  they  live  where  these  languages 
are  in  constant  use;  nor  can  there  be  a  doubt,  that  students 
do  as  generally  neglect  their  French,  Italian  and  Spanish,  in 
after  life,  except  when  these  languages  are  retained  by  the 
course  of  business,  as  they  neglect  their  Latin  and  Greek. 
This  is  especially  true  in  professional  life;  where  the  demand 
for  a  knowledge  of  the  modern  languages,  in  comparison 
with  the  ancient,  is  altogether  inconsiderable.  To  suppose 
the  modern  languages  more  practical  than  the  ancient,  to 
the  great  body  of  our  students,  because  the  former  are  now 
spoken  in  some  parts  of  the  world,  is  an  obvious  fallacy. 
The  proper  question  is, — what  course  of  discipline  affords 
the  best  mental  culture,  leads  to  the  most  thorough  knowl- 
edge of  our  own  literature,  and  lays  the  best  foundation  for 
professional  study.     The  ancient  languages  have  here  a  de- 


40  Report  on  a  Course  of  Liberal  Education, 

cided  advantage.  If  the  elements  of  modern  languages  are 
acquired  by  our  students  in  connection  wuh  the  estabiislied 
collegiate  course,  and  abundant  facilities  for  this  purpose, 
have  for  a  long  time,  been  afforded,  further  acquisitions  will 
be  easily  made,  where  circumstances  render  them  important 
and  useful.  From  the  graduates  of  this  college,  who  liave 
visited  Europe,  complaints  have  sometimes  been  heard,  that 
their  classical  attainments  were  too  small  for  the  literature 
of  the  old  world ;  but  none  are  recollected  to  have  exf)ress- 
ed  regret,  that  they  had  cuhivated  ancient  learning  while 
here,  however  much  time  they  might  have  devoted  to  this 
subject.  On  the  contrary,  those  who  have  excelled  in  clas- 
sical literature,  and  have  likewise  acquired  a  competent 
knowledge  of  some  one  modern  European  language  besides 
the  English,  have  found  themselves  the  best  qualified  to 
make  a  full  use  of  their  new  advantages.  Deficiencies  in 
modern  literature  are  easily  and  rapidly  supphed,  where  the 
mind  has  had  a  proper  previous  discipline;  deficiencies  in 
ancient  literature  are  supplied  tardily,  and  in  most  instances, 
imperfectly. 

A  sort  of  middle  course  has,  indeed,  been  proposed  by 
some,  by  which  students  for  admission  to  college  are  requir- 
ed to  have  some  elementary  knowledge  of  Latin  and  Greek  ; 
but  after  they  are  once  admitted,  the  ancient  languages  are 
to  be  thrown  aside,  and  modern  literature  alone  attended  to. 
Or  students,  on  their  admission  to  college,  are  to  have  their 
option,  whether  to  pursue  this  new  course,  or  the  one  long 
established.  Both  parties  start  in  this  case,  it  is  said,  from 
the  same  point;  and  like  travellers  to  the  ca[)ital  of  the  Un- 
ion, take  different  roads,  but  at  last,  that  is,  when  they  grad- 
uate, all  come  together  again,  before  their  final  separation  to 
the  various  occupations  of  life. 

But  this  project  is  liable  to  the  objection,  that  students  who 
should  discontinue  the  study  of  Latin  and  Greek  on  their  ad- 
mission to  college,  would  know  just  enough  of  these  languages 
to  undervalue  and  hate  them.  These  would  be  the  persons  to 
proclaim  on  every  side  the  worthlessness  of  ancient  litera- 
ture;  that  they  had  learned  the  Latin  and  Greek  languages, 
and  had  derived  no  benefit  from  them;  that  they  had  even 
forgotten  all  they  ever  knew.  All  which,  with  the  exception 
of  their  over  estimate  of  their  former  knowledge,  would  be, 
as  respects  themselves,  the  exact  truth.  Besides,  these  per- 
sons, thus  educated  for  the  purposes  of  real  life,  would  in  ma- 


Report  on  a  Course  of  Liberal  Education,  41 

ny  instances  after  tlieir  graduating,  find  it  practically  con- 
venient to  set  up  as  instructors  in  these  worthless  languages. 
With  few,  or  rather  no  qualitications,  f(jr  the  office  they 
would  assume,  the  cause  ol'  instruction  must  necessarily 
sufler  under  tlieir  management.  The  college,  if  ancient 
learning  is  to  be  retained  at  all  as  a  part  of  its  course,  as 
it  must  rely  on  its  graduates  to  instruct  in  the  preparatory 
schools,  would  be  the  tirst  suHerer  I'rom  this  improved  sys- 
tem ;  and  thus  be  made  to  minister  to  its  own  destruction. 

It  is  besides  a  matter  of  some  curiosity  to  know,  what  is 
intended,  by  the  hnal  union  of  students  who  take  these  dif- 
ferent paths.  That  they  would  find,  at  the  end  of  their 
course,  that  they  had  all  acquired  the  same  education,  is 
certainly  not  the  meaning ;  as  this  contradicts  the  original 
hypothesis.  The  only  union  manifest  is  this,  that  they 
would  be  all  admitted  to  a  degree.  They  would  unite  in  re- 
ceiving their  diplomas.  If  to  obtain  the  honors  of  college, 
as  they  are  called,  was  the  great  object  of  an  education,  this 
improvement  in  the  old  collegiate  course  might  be  consider- 
ed as  real.  But  if  the  substance  and  not  the  shadow,  if  the 
thing  signified  and  not  the  sign  only  are  aimed  at, — the  ques- 
tion is  still  open  for  consideration, — whether  these  different 
roads  would  not  lead  those  who  travel  them,  to  entirely  dif- 
ferent regions. 

Manifest,  however,  as  is  the  fallacy  of  substituting  a  diplo- 
ma for  an  education,  this  scheme  might  not  improbably  be 
approved  of  by  a  portion  of  the  community;  and  a  tempora- 
ry popularity  follow  the  change.  Nor  is  there  reason  to  be- 
lieve, that  this  is  the  limit  of  improvements  on  the  old  modes 

of  literary  travelling. 

if.  %  ■»  ■»  * 

Such,  then,  being  the  value  of  ancient  literature,  both  as 
vespects  the  general  estimation  in  which  it  is  held  in  the  lite- 
rary world,  and  its  intrinsic  merits, — if  the  college  should 
confer  degrees  upon  students  for  their  attainments  in  mod- 
ern literature  only,  it  would  be  to  declare  that  to  be  a  liberal 
education,  which  the  world  will  not  acknowledge  to  deserve 
the  name ; — and  which  those  who  shall  receive  degrees  in 
this  way,  will  soon  find,  is  not  what  it  is  calh^d.  A  liberal 
education,  whatever  course  the  college  should  adopt,  would 
without  doubt  continue  to  be,  what  it  long  has  been.  An- 
cient literature  is  too  deeply  inwrought  into  the  whole  system 
of  the  modern  literature  of  Europe  to  be  so  easilv  laid  aside. 

0 


42  Report  on  a  Course  of  Liberal  Education. 

The  college  ought  not  to  presume  upon  its  influence,  nor  to 
set  itself  up  in  any  manner  as  a  dictator.  If  it  should  pursue 
a  course  very  different  from  that  which  the  present  state  of 
literature  demands;  if  it  should  confer  its  honors  according 
to  a  rule  which  is  not  sanctioned  by  literary  men,  the  faculty 
see  nothing  to  expect  for  favoring  such  innovations,  but  that 
they  will  be  considered  visionaries  in  education,  ignorant 
of  its  true  design  and  objects,  and  unfit  for  their  places. 
The  ultimate  consequence,  it  is  not  difficult  to  predict.  The 
college  would  be  distrusted  by  the  public,  and  its  reputation 
would  be  irrecoverably  lost. 

Another  plan  for  improving  on  the  collegiate  system,  is, — 
to  confer  degrees  on  those  only  who  have  finished  the  pre- 
sent established  course, — but  to  allow  other  students,  who  do 
not  aim  at  the  honors  of  the  college,  to  attend  on  the  instruc- 
tion of  the  classes  as  far  as  they  shall  choose.  This  scheme, 
it  is  supposed,  has  a  manifest  superiority  over  all  others.  It 
will  satisfy  the  wishes  of  those  who  are  pleased  with  the  old 
system,  and  open  the  advantages  of  the  college  to  such  as 
from  their  circumstances  wish  for  a  partial  education.  That 
an  education  may  be  partial,  and  still  useful,  is  not  denied. 
Such  an  education  must,  after  all,  be  that  which  is  acquired 
by  the  great  body  of  the  community.  That  the  means  of 
such  an  education  should  be  abundant ;  that  the  encourage- 
ment to  it  should  be  every  way  adequate  to  the  object,  all 
acknowledge.  The  only  question  is,  whether  two  schemes 
of  education,  so  diverse,  can  be  properly  united  in  the  same 
seminary.     The  objections  to  such  an  union  in  this  college 

are  obvious  and  great. 

****** 

In  colleges  differently  constituted  from  this,  such  a  union 
might  be  unobjectionable ;  here,  certainly,  both  classes  of 

students  would  only  injure  each  other. 

****** 

But  with  respect  to  all  proposals  of  this  kind,  the  inquiry 
should  be,  is  there  such  a  demand  on  the  part  of  the  public 
for  these  changes  as  to  make  it  imperative  on  the  college  to 
adopt  them  in  any  of  the  forms  in  which  they  have  been  pre- 
sented? That  there  are  complaints  of  the  old  system  of  colle- 
giate education  in  some  of  the  public  journals  ;  that  individu- 
als are  clamorous  on  this  subject,  and  consider  every  thing  old 
as  of  course  wrong,  and  every  thing  new  as  of  course  right, 
is  admitted.     But  that  the  great  body  of  the  supporters  of 


Report  on  a  Course  of  Liberal  Education,  43 

this  college,  those  to  whom  it  is  to  look  for  countenance  and 
patronage,  are  to  be  numbered  in  the  ranks  of  these  innova- 
tors, no  reason  appears  for  beheving.  By  persevering  in  the 
course  of  conferring  degrees,  on  those  only  who  have  been 
thoroughly  disciphned  in  both  ancient  and  modern  learning, 
the  college  has  much  to  expect,  and  nothing  to  fear:  but  by 
deserting  the  high-road  which  it  has  so  long  travelled,  and 
wandering  in  lanes  and  bye-paths,  it  would  trifle  with  its 
prosperity,  and  put  at  hazard  the  very  means  of  its  support 
and  existence. 

After  these  general  remarks  on  the  question  which  has 
been  proposed,  it  may  not  be  thought  irrelevant  to  the  sub- 
ject, to  notice  briefly  a  topic,  which,  of  late,  is  almost  inva- 
riably introduced  whenever  the  present  state  of  our  colle- 
ges is  discussed.  Allusion  is  here  made  to  the  charge  reite- 
rated in  so  many  forms,  that  colleges,  even  in  this  country, 
are  places  where  abuses  are  cherished  ;  where  antiquated  no- 
tions and  habits  are  retained  long  after  they  are  discarded 
by  all  the  world  besides  ;  and  especially,  that,  here  all  im- 
provement is  opposed,  and  as  far  as  possible  excluded. 

One  writer,  who  may  be  thought  to  speak  authoritatively 
on  this  point,  says,  "  the  course  of  public  instruction  re- 
mains, after  the  lapse  of  two  centuries,  nearly  the  same." 
"  The  system  of  European  education  has  been  transferred, 
with  little  variation,  to  our  American  colleges.  And,  what- 
ever may  be  the  state  of  things  there,  I  hesitate  not  to  say, 
that  in  this  country,  important  improvements  are  necessary." 
Another  writer,  after  stating  that  our  systems  of  education 
were  derived  from  the  European  institutions,  and  that,  at 
first,  they  were  ill  adapted  to  the  peculiar  character  of  this 
country,  goes  on  to  say,  "  The  same  systems,  however, 
with  slight  alterations,  have  been  brought  down  to  the  pres- 
ent day,  and  now  reign  in  our  public  seminaries, — while  the 
general  circumstances  of  the  country  have  become  totally 
changed."  And  again,  "  Is  it  wise  to  endeavor  to  qualify 
a  youth  for  exertion  and  usefulness  in  the  United  States,  by 
methods  designed  to  form  ecclesiastics  under  the  monar- 
chies of  the  old  world  ?" 

From  such  representations  as  these,  the  impression  is  left 
on  the  minds  of  many,  that  our  colleges  are,  in  every  import- 
ant respect,  what  they  were  when  originally  instituted  ;  that 
the  last  persons  to  make  improvements  in  education,  are 
those  to  whom  education  is  a  business ;  and  particularly,  that 


44  Report  on  a  Course  of  Liberal  Education, 

those  who  instruct  in  colleges,  surpass  all  others  in  stupidity, 
and  are  content  to  be  forever  grinding  in  the  same  mill,  with 
their  eyes  fixed  on  the  path  in  which  they  are  constantly 
moving  the  same  round.  It  is  unnecessary  here  to  go  into 
a  general  defence  of  our  colleges,— a  few  statements  re- 
specting this  college  will  be  sufficient.  What  Yale  College 
was  in  its  infancy  we  are  told,  in  part,  in  Chandler's  Life 
of  Dr.  Johnson,  the  first  President  of  King's  College,  New- 
York.  Dr.  Johnson  graduated  in  1714,  and  his  biographer 
probably  derived  his  information  respecting  the  college,  as 
it  was  at  that  time,  from  Dr.  Johnson  himself.  "  For  many 
years,"  says  Dr.  Chandler,  "  the  utmost  that  was  gener- 
ally attempted,  at  the  college,  in  classical  learning,  was  to 
construe  five  or  six  of  Tully's  orations,  as  many  books  of 
Virgil,  and  part  only  of  the  Greek  Testament,  with  some 
chapters  of  the  Hebrew  Psalter.  Common  arithmetic,  and  a 
httle  surveying,  were  the  ne  plus  ultra  of  mathematical  ac- 
quirements. The  logic,  metaphysics,  and  ethics  that  were 
then  taught,  were  entangled  in  the  scholastic  cobwebs  of  a 
few  paltry  systems,  that  would  now  be  laid  by  as  proper  food 
for  worms.  Indeed,  at  the  time  when  Mr.  Johnson  took  his 
Bachelor's  degree,  the  students  had  heard  of  a  certain  new 
and  strange  philosophy,  that  was  in  vogue  in  England,  and 
the  names  of  Descartes,  Boyle,  Locke,  and  Newton,  had 
reached  them  ;  but  they  were  not  suffered  to  think  that  any 
valuable  improvements  were  to  be  expected  from  philosophi- 
cal innovations,  &c." 

From  the  pecuhar  prejudices  of  this  writer,  some  of  his 
representations  are  to  be  received  with  important  deduc- 
tions ;  but  that  his  account  of  the  college,  at  the  time  Dr. 
Johnson  was  an  undergraduate,  so  far  as  it  respects  the  ex- 
tent of  the  course  of  study,  is  substantially  correct,  appears 
from  other  evidence  altogether  independent.  Dr.  Benjamin 
Lord  of  Norwich  in  this  state,  in  the  year  1784,  being  then 
ninety  years  old,  wrote  to  President  Stiles  an  account  of  the 
c(Jlege,  as  it  was  when  he  was  a  student.  Dr.  Lord  gradu- 
ated the  same  year  as  Dr.  Johnson,  that  is,  in  1714.  In  his 
letter  he  says,  ''  Books  of  the  languages  and  sciences  recited 
in  my  time,  were  Tully  and  Virgil,  Burgersdicius'  and  Ra- 
mus' Logic,  Pierson's  Manuscript  of  Physics,  &c.  We  re- 
cited the  Greek  Testament,  knew  not  Homer,  Slc.  ;  recited 
the  Psalms  in  Hebrew.  We  recited  Ames'  Medulla  on 
Saturdays,  and  also  his  cases  of  Conscience  sometimes.     As 


Report  on  a  Course  of  Liberal  Education.  45 

tor  Mathematics,  we  studied  and  recited  little  more  than  the 
rudiments,  some  of  the  plainest  things  in  them; — our  advan- 
tages in  that  day,  were  too  low,  for  any  to  rise  high  in  any 
branch  of  literature,"  (fee.  Surely  it  will  not  be  maintained 
by  any  one,  who  has  the  least  knowledge  of  the  subject,  and 
who  has  no  sinister  object  in  view,  that  from  1714  to  1828, 
only  "slight  alterations"  have  been  made  in  the  system  of 
education  in  this  college.  So  far  is  this  from  being  true, 
that  new  departments  have  been  added,  and  the  course 
of  languages,  mathematics,  physics,  and  indeed  every  branch, 
has  been  greatly  enlarged.  It  is  now  impossible  to  trace 
the  successive  changes  with  exactness.  It  is  obviously  im- 
plied in  the  language  of  Dr.  Chandler,  who  was  himself  a 
graduate  of  the  college,  that  great  improvements  had  been 
made  even  in  his  time.  It  is  well  known,  that  the  study 
of  Mathematics  and  Natural  Philosophy,  was  greatly  ad- 
vanced during  the  Presidency  of  President  Clap.  Atten- 
tion to  English  composition  and  oratory  was  much  increas- 
ed about  the  year  1770,  and  in  subsequent  years.  With- 
in the  last  thirty  years,  the  changes  which  have  been  intro- 
duced, both  into  the  course  of  study,  and  the  mode  of  in- 
struction, are  within  the  recollection  of  members  of  the  fac- 
ulty and  of  the  corporation.  By  what  appears  to  be  a  wise 
provision  in  our  laws,  the  selection  of  text-books,  the  mode  of 
instruction,  the  course  of  the  examinations,  and  many  of  the 
most  important  details  in  the  practical  concerns  of  the  col- 
lege, are  left  to  the  judgment  and  discretion  of  the  faculty  ; 
the  corporation  having  at  all  times  the  right  of  revision.  No 
qu(3stion  has  engaged  the  attention  of  the  faculty  more  con- 
stantly, than  how  the  course  of  education  in  the  college 
might  be  improved,  and  rendered  more  practically  useful. 
Free  communications  have  at  all  times  been  held  between  the 
faculty  and  the  corporation,  on  subjects  connected  with  the 
instruction  of  the  college.  When  the  aid  of  the  corporation 
has  been  thought  necessary,  it  has  been  asked  ;  and  by  this 
course  of  proceeding,  the  interests  of  the  institution  have  been 
regularly  advanced.  No  remark  is  more  frequently  made  by 
those,  who  visit  the  college  after  the  absence  of  some  years, 
than  that  changes  have  been  made  for  the  better  ;  and  those 
who  make  the  fullest  investigation,  are  the  most  ready  to 
approve  what  they  find.  The  charge,  therefore,  that  the 
college  is  stationary,  that  no  efforts  are  made  to  accommo- 
date it  to  the  wants  of  the  age,  that  all  exertions  are  tor  the 


46  Report  on  a  Course  of  Liberal  Education. 

purpose  of  perpetuating  abuses,  and  that  the  college  is 
much  the  same  as  it  was  at  the  time  of  its  foundation,  are 
wholly  gratuitous.  The  changes  in  the  country,  during  the 
last  century,  have  not  been  greater  than  the  changes  in  the 
college.  These  remarks  have  been  limited  to  Yale  College, 
as  its  history  is  here  best  known  ;  no  doubt,  other  colleges 
alluded  to  in  the  above  quotations,  might  defend  themselves 
with  equal  success. 

i(-  %  %  %  ■H-  % 

In  a  report,  in  which  so  many  interests  of  the  college  are 
brought  into  view,  and  in  which  it  is  deemed  proper  that 
some  of  its  internal  regulations  should  be  stated  and  defend- 
ed, it  may  be  justly  expected  by  the  committee,  that  some 
notice  should  be  taken  of  certain  statements  lately  made  re- 
specting all  our  colleges  by  a  writer,  who  from  his  situation 
might  be  believed  fully  acquainted  with  the  real  state  of 
facts,  and  to  have  weighed  with  some  care  the  import  of 
his  declarations.  Ordinary  mistakes  or  misrepresentations 
should  pass  unheeded  ;  but,  in  the  present  instance,  silence 
might  be  interpreted  as  an  admission,  that  charges  of  very 
grave  import  have  been  correctly  preferred.  This  is  the 
apology,  if  any  is  necessary,  for  making  two  of  these  charges 
the  subject  of  remark. 

According  to  this  writer,  "  the  public  examinations  at  most 
of  our  places  of  education,  except  West  Point,  have  been 
miserable  farces,  which  have  imposed  on  nobody  ;  not  even 
on  the  students  subjected  to  them.""  "  It  is  idle,"  he  says, 
to  think  of  hurrying,  in  a  single  day^  through  the  examina- 
tion of  sixty  young  men  in  the  studies  of  a  year,"  &c.  Though 
the  gentlemen  of  the  committee  may  be  aware  how  little  ap- 
plicable this  censure  is  to  the  examinations  of  this  college,  yet 
it  may  not  be  improper  to  state  with  some  particularity,  how 
these  examinations  are  in  fact  conducted.  If  they  are  really 
farces,  it  is  time  that  a  reform  should  commence.  Each  of 
our  classes  is  examined  twice  a  year.  At  the  close  of  the 
year,  the  three  lower  classes  are  examined  in  the  studies  of 
the  year,  each  of  them  in  two  divisions.  Somewhat  more 
than  a  day  is  assigned  to  each  class  ;  and  as  each  class  is  ex- 
amined in  two  divisions,  the  time  is  the  same  as  if  each  class 
was  examined  in  a  body  about  two  days  and  a  half.  At  the 
close  of  the  month  of  April  of  each  year,  the  three  lower 
classes  are  examined  in  all  their  studies  from  the  time  of 
their  admission  to  college.     The  time  is  extended  ;  in  other 


Report  on  a  Course  of  Liberal  Education,         47 

respects,  the  examinations  are  the  same  as  before.  In  April, 
the  senior  class  is  examined  in  the  studies  of  the  senior 
year  to  that  time ;  and  the  mode  of  the  examination  is  the 
same  as  of  the  other  classes.  In  July  the  Seniors  are  exam- 
ined for  their  degrees.  They  are  examined  in  two  divis- 
ions, and  on  the  whole  college  course.  For  a  number  of 
years  past,  this  exammation  has  extended  through  not  less 
than  three  days,  and  sometimes  three  days  and  a  half,  at  the 
rate  generally  of  eight  hours  a  day.  As  the  class  is  in  two 
divisions,  this  is  the  same  as  an  examination  of  six  or  sevea 
days  for  the  whole  class  together.  All  examinations  in  the 
languages  are  ad  apertvram  libri ;  and  in  no  study,  does  any 
understanding  exist  between  the  examiner  and  the  examin- 
ed as  to  the  course  which  the  examination  is  to  take.  It  is 
very  seldom,  that  any  student  is  absent  from  the  examination 
of  his  class  ;  and  never,  especially  from  the  examination  for 
degrees,  except  for  very  urgent  reasons.  Whenever  individ- 
uals are  absent,  they  are  always  examined  after waids,  and 
more  particularly,  than  they  could  have  been,  at  the  regular 
time.  For  absence,  therefore,  there  is  no  inducement.  It 
should  be  added,  that  during  the  examination  for  degrees, 
the  ordinary  instruction  in  the  college  is  uninterrupted ; 
and  during  the  other  examinations,  the  interruption  is  only 
partial.  If  all  this  is  a  miserable  farce,  it  would  be  interest- 
ing to  know  what  would  be  a  reality.  If  it  is  in  fact  a  farce, 
it  has  not  been  suspected  either  by  those  who  examine,  or  by 
those  who  are  examined  ;  or  they  have  not  rightly  appre- 
hended the  meaning  of  the  term.  That  these  examinations 
can  admit  of  no  improvement,  is  not  pretended.  Any  sug- 
gestions from  the  committee  or  the  corporation  on  this  sub- 
ject will  be  received  with  all  possible  attention.  It  ought, 
however,  to  be  distinctly  stated,  that,  in  the  opinion  of  the 
faculty,  the  examinations  of  the  classes,  as  now  conducted, 
are  a  powerful  incentive  to  study,  and  afford  the  means,  es- 
pecially in  connection  with  other  opportunities,  of  forming  a 
satisfactory  opinion  of  the  attainments  of  each  individual  stu- 
dent. 

The  other  charge,  which,  on  the  present  occasion,  ap- 
pears to  demand  notice,  is,  that  in  none  of  our  colleges  is 
there  any  thorough  teaching.  "  The  most  that  an  instructor 
now  undertakes,"  says  this  writer,  "  in  our  colleges,  is,  to  as- 
certain from  day  to  day,  whether  the  young  men  who  are  as- 
sembled in  his  presence,  have  probably  studied  the  lesson 


48  Report  on  a  Course  of  Liberal  Education, 

prescribed  to  them.  There  his  duty  stops."  And  again— 
"  Not  one  of  our  colleges  is  a  place  for  thorough  teaching ; 
and  not  one  of  the  better  class  of  them  does  half  of  what  it 
might  do,  by  bringing  the  minds  of  its  instructors  to  act  di- 
rectly and  vigorously  on  the  minds  of  its  pupils,  and  thus  to 
encourage,  enable  and  compel  them  to  learn  what  they 
ought  to  learn,  and  what  they  easily  might  learn.""  That 
the  faculty  of  this  college  have  always  fallen  upon  the  best 
methods  of  instructing,  or,  in  all  cases,  have  done  the  utmost 
which  it  has  been  in  their  power  to  do,  they  will  not  say ; 
but  to  the  assertion,  that  all  they  undertake  "  is  to  ascertain 
from  day  to  day,  whether  the  young  men  assembled  in  their 
presence  have  probably  studied  the  lesson  prescribed  to 
them,"  they  would  oppose  an  unqualified  denial.  The 
most  abundant  pains  are  taken  to  explain  and  enforce  the 
principles  of  every  branch  of  learning  to  which  the  students 
are  required  to  attend,  not  only  when  they  are  assembled  in 
classes,  but  often,  as  they  need  assistance,  individually.  If 
the  facuhy  know  what  is  meant  by  "bringing  the  minds  of 
the  instructors  to  act  directly  and  vigorously  on  the  minds  of 
their  pupils,"  they  think  they  should  fail  in  their  duty  to 
themselves  and  to  the  institution,  if  they  did  not  assure  the 
committee,  that,  in  their  belief,  something  very  much  like  it 
exists  here. 

This  writer  goes  on  to  ask,  "  Who  in  this  country,  by 
means  here  offered  him,  has  been  enabled  to  make  himself 
a  good  Greek  scholar  ?  Who  has  been  taught  thoroughly  to 
read,  write,  and  speak  Latin?  Nay,  who  has  been  taught  any 
thing  at  our  colleges  with  the  thoroughness  that  will  enable 
him  to  go  safely  and  directly  onward  to  distinction  in  the  de- 
partment he  has  thus  entered,  without  returning  to  lay  anew 
the  foundations  for  his  success  ?"  That  the  students  of  this 
college  learn  every  thing  in  the  several  branches  here  taught, 
which  it  is  desirable  to  know,  is  not  maintained.  Their  in- 
structors are  very  far  from  laying  claim  to  such  attainments 
themselves ;  nor  have  they  known  or  heard  of  any  set  of  in- 
structors, either  at  home  or  abroad,  whose  just  pretensions 
rise  so  high.  That  in  classical  literature,  particularly,  all  is 
not  accomplished  which  in  other  circumstances  might  be 
hoped  for,  is  not  denied.  That  this  branch  of  the  collegiate 
course  is  gradually  improving,  amidst  all  the  discouragements 
under  which  it  labors — discouragements  which  originate 
chiefly  from  without;  that  many  scholars  leave  the  college 


Report  on  a  Course  of  Liberal  Education.  49 

each  year  so  well  versed  in  the  Greek  and  Roman  classics  as 
to  perceive  and  relish  their  beauties,  and  to  be  able  and  dis- 
posed to  make  future  advances  in  the  same  department ;  and 
that  all  who  graduate  derive  from  their  classical  knowledge 
important  aid  in  their  professional  studies,  and  in  their  other 
pursuits,  is  what  we  believe.  That  in  every  department,  our 
students  are  taught  with  that  thorou<]5hness  which  enables 
them,  with  proper  exertions — a  condition  so  far  as  we  know, 
presupposed  in  every  country — ''  to  go  safely  and  directly  on- 
ward to  distinction  in  the  department  they  have  thus  enter- 
ed, without  returning  to  lay  anew  the  foundations  for  their 
success" — there  is  no  higher  evidence  to  be  produced,  than 
general  notoriety  ;  and  to  this  the  appeal  is  made, 

*  *  *  :^.  * 

[As  the  two  parts  of  this  report  were  written  independent- 
ly of  each  other ^  a  few  of  the  same  topics  were  considered  in 
both.  These  topics  have  been  retained  in  the  second  part, 
so  far  only  as  they  were  introduced  in  a  somewhat  different 
connection.] 


REPORT  OF  THE  COMMITTEE  OF  THE  CORPORATION. 

To  the  Corporation  of  Yale  College: — 

The  committcv'  appointed  "to  enquire  into  the  expedi- 
ency of  so  altering  the  regular  course  of  instruction  in  this 
college,  as  to  leave  oat  of  said  course  the  study  of  the  dead 
languages  substituting  therefor  other  studies,  and  either  re- 
quiring a  competent  knowledge  of  those  languages  as  a  con- 
dition of  admittance  into  the  college,  or  providing  instruc- 
tion in  the  same  for  such  as  shall  choose  to  study  them  after 
admittance,"  respectfully  report ; — 

That  aware  of  the  magnitude  of  the  proposition  present- 
ed to  them,  and  its  direct  bearing  upon  the  interests  and  re- 
putation of  the  college,  looking  as  it  does  to  a  fundamental 
change  in  its  organization  and  laws,  and  involving  a  radical 
departure  from  the  original  object  of  its  establishment,  the 
committee  deemed  it  advisable  to  refer  the  subject  to  the 
faculty  of  the  college  with  a  request  that  their  views,  in  re- 
gard to  the  matter,  resulting  from  long  experience  and  care- 
ful observation  in  the  business  of  instruction,  might  be  fully 
explained,  and  their  objections  to  the  proposed  innovation 
adduced  and  discussed. 


30  Report  on  a  Course  of  Liberal  Education. 

The  committee  are  much  gratified  that  the  faculty,  in  the 
document  herewith  submitted,  have  taken  a  comprehensive 
view  of  the  whole  course  of  instruction,  and  developed  the 
elements  of  a  liberal  education  and  the  principles  by  which 
it  should  be  regulated  and  administered  ;  exhibiting  forcibly 
the  intimate  connexion  which  classical  literature  has  with 
other  learning  and  the  sciences,  and  the  facilities  afforded  by 
its  preliminary  study  in  their  attainment. 

The  ability  with  which  this  subject  has  been  discussed,  by 
the  faculty,  relieves  the  committee  from  a  high  degree  of 
responsibility. 

This  paper  having  fully  and  ably  exhibited  the  considera- 
tions which  ought  to  be  weighed  and  regarded  in  forming  a 
decision  upon  the  contemplated  measure,  it  may  be  consid- 
ered that,  by  its  presentation,  the  con-siuittee  have  fulfilled 
the  trust  confided  to  them.  It  is  hoped,  nevertheless,  the 
importance  of  the  measure  will  be  considered  a  sufficient 
apology  for  briefly  detailing  the  grounds  of  their  opposition 
to  a  scheme  calculated  in  their  judgment  fatally  to  affect  the 
prosperity  of  the  college. 

In  the  universities  of  Europe,  as  well  continental  as  insu- 
lar, a  thorough  knowledge  of  the  ancient  languages  seems 
to  be  universally  deemed  an  important  prerequisite  to  the 
attainment  of  very  considerable  success  and  reputation  in 
either  of  the  learned  professions ;  while  ignorance  of  those 
languages,  constitutes  an  obstacle  to  literary  distinction,  sel- 
dom surmounted. 

The  learned  world  long  ago  settled  this  matter,  and  sub- 
sequent events  and  experience  have  confirmed  their  decision. 
By  the  estimation  in  which  classical  literature  is  held  in  any 
community,  its  advancement  in  civilization  and  general 
learning  may  be  satisfactorily  ascertained.  On  this  subject 
in  Europe,  a  concurrent  opinion  and  practice  appear  to  pre- 
vail among  men  of  distinguished  learning,  or  of  professional, 
or  political  eminence  ;  and  in  our  own  country,  it  is  presum- 
ed, there  is  not  great  diversity  of  sentiment,  in  the  same  class. 

It  must,  indeed,  be  admitted,  that  in  France,  immediately 
preceding  and  during  the  revolution,  the  learned  languages 
were  neglected. 

But  that  example,  neither  by  its  literary  or  moral  results, 
can  demand  onr  imitation.  What  have  been  the  effects  of 
that  neglect  upon  the  literature  of  that  country  ?  Notwith- 
standing highly  important  improvements  and   discoveries 


Report  on  a  Course  of  Liberal  Education.  b  1 

have  there  been  made  in  some  of  the  sciences  and  arts,  and 
the  mineral  and  geological  kingdoms  have  been  penetrated 
and  explored  with  untiring  zeal,  and  matchless  ability,  and 
the  arts  of  war  brought  to  great  perfection,  her  literary  fame 
is  eclipsed.  In  literature,  Germany  has  left  her  far  behind, 
and  the  etfect  upon  the  learned  professions,  and  the  states- 
men of  France,  is  already  perceived. 

If,  with  the  enlightened  opinions  and  settled  practice  of 
one  portion  of  Europe,  and  the  disastrous  experience  of  the 
other  before  us,  we  consign  classical  literature  to  a  seconda- 
ry place  or  inferior  rank  in  the  course  of  instruction,  and 
e^en  admit  and  graduate  students,  as  it  is  proposed  to  do, 
without  the  slightest  knowledge  of  the  ancient  languages, 
may  we  not  expect  that  the  high  hterary  reputation  which 
this  institution  has  hitherto  maintained  will  be  essentially  im- 
paired ?  Indeed  this  college  would  probably,  at  no  distant 
day,  sink  into  a  mere  academy,  while  its  degrees,  being  no 
longer  evidence  of  great  literary  and  scientific  attainments, 
would  become  valueless.  The  standard  of  scholarship  would 
not  only  be  lowered  here,  but  we  should  become  directly  ac- 
cessary to  the  depression  of  the  present  hterary  character  of 
our  country. 

On  the  contrary,  we  are  the  people,  the  genius  of  whose 
government  and  institutions  more  especially  and  imperiously 
than  any  other,  demands  that  the  field  of  classical  learning 
be  industriously  and  thoroughly  explored  and  cultivated,  and 
its  richest  productions  gathered.  The  models  of  ancient  lit- 
erature, which  are  put  mto  the  hands  of  the  young  student, 
can  hardly  fail  to  imbue  his  mind  with  the  principles  of  lib- 
erty ;  to  inspire  the  liveliest  patriotism,  and  to  excite  to  no- 
ble and  generous  action,  and  are  therefore  peculiarly  adapt- 
ed to  the  American  youth.  To  appreciate  justly  the  charac- 
ter of  the  ancients,  the  thorough  study  and  accurate  knowl- 
edge of  their  classics,  in  the  language  of  the  originals,  arc 
indispensable ;  as  the  simplicity,  energy,  and  striking  pecu- 
liarities of  these  pristine  exemplars  of  freedom  which  are  for- 
cibly and  beautifully  displayed  in  their  models  of  classic  lite- 
rature, are  scarcely  more  discoverable  in  ordinary,  or  even 
the  most  faithful  translations,  than  are  the  warmth,  anima- 
tion, and  intellectual  illumination  of  the  living,  active  and 
intelligent  being,  in  the  sculptured  imitation  of  the  statuary. 

While  classic  literature  is  pursued  in  other  civilized,  and 
Christian  countries,  with  constantly  increasing  avidity,  every 


52  Report  on  a  Course  of  Liberal  Education. 

measure  having  a  tendency  to  depreciate  the  value  and  im- 
portance, or  to  discourage  the  pursuit  of  high  classic  at- 
tainments, in  our  own  country,  should  be  resisted,  and  no 
reasonable  eflort  should  be  omitted  to  enhance  the  estima- 
tion in  which  education  shall  be  held  by  the  great  body  of 
the  community. 

Let  the  value  of  a  collegiate  education  be  reduced  and 
the  diffusion  of  intelligence  among  the  people  would  be 
checked ;  the  general  standard  of  intellectual  and  moral 
worth  lowered;  and  our  civil  and  religious  liberty  jeoparded, 
by  ultimately  disqualifying  our  citizens  for  the  exercise  of  the 
right  and  privilege  of  self-government. 

Interwoven  therefore,  as  the  measure  under  consideration 
is,  with  the  structure  of  our  invaluable  institutions ;  endan* 
gering  their  durability;  and  tending  as  it  does  to  discourage, 
by  undervaluing  what  has  hitherto  been  deemed  an  impor- 
tant branch  of  learning,  and  involving  a  departure  from  the 
well  and  long  established  opinions  and  practice  of  the  learn- 
ed and  wise,  the  committee  would  for  these  reasons  alone, 
pronounce  its  adoption  a  most  hazardous  experiment. 

The  committee,  however,  do  not  rest  their  opposition  to 
the  proposed  plan  solely  on  the  considerations  already  sug- 
gested. The  thorough  study  of  the  ancient  languages,  par- 
ticularly the  Latin  and  Greek,  not  only  before  but  subse- 
quently to  an  admission  into  college,  they  are  fully  satisfied, 
is,  in  many  respects  decidedly  and  positively  useful  to  the 
pupil.  In  the  intellectual  disciplme  of  youth,  the  importance 
of  the  study  of  those  languages,  in  their  opinion,  cannot  be 
reasonably  denied,  and  will  hardly  be  questioned  by  many 
whose  judgments  are  guided  by  the  light  of  experience. 
Such  study  carries  the  young  pupil  back  to  the  earliest  era 
in  the  history  of  mental  efforts,  lays  open  to  him  the  most 
simple  and  original  operations  of  the  mind  and  acquaints 
him  with  its  brilliant  and  unrivalled  productions.  It  stimu- 
lates to  industry  and  severe  and  faithful  application,  by  prov- 
ing to  the  student  that  the  mines  of  learning  can  be  penetra- 
ted only  by  unceasing  exertion,  while  it  admonishes  him  of 
the  inutility  and  fate  of  genius  when  unaided  by  deep  and 
laborious  research.  The  student's  memory  is  thus  rendered 
retentive  ;  his  recollection  quick,  and  his  power  of  critical 
discrimination  more  accurate.  Beginning  with  language  in 
its  primitive  simplicity  and  tracing  its  progress  to  its  present 
state,  the  student  can  hardly  fail  to  improve  his  taste  and  to 
enlarge  his  capacity  to  think,  and  to  communicate  thought. 


Report  oil  a  Course  of  Liberal  Education »  53 

The  acquaintance  with  the  elements  of  language  and  the 
mythology,  as  well  as  the  chronology  and  geography  of  the 
ancients,  which  he  derives  from  their  classics,  naturally  ex- 
cites in  the  mind  of  the  student,  an  ardent  desire  of  knowl- 
edge, while  his  imagination  is  tired  by  their  poetry  and  elo- 
quence. The  heroic  exploits  they  celebrate  may  indeed 
arouse  his  ambition,  but  the  wisdom  of  their  precepts  will 
enlighten  and  guide  his  judgment,  and  temper  his  ardor,  di- 
recting him  to  the  fields  of  science,  with  the  hope  of  obtain- 
ing valued,  but  bloodless  trophies,  in  the  conflicts  of  mind. 
Having  access  to  the  depositories  of  the  earliest  and  most 
splendid  results  of  mental  labors,  he  seizes  the  refined  treas- 
ures of  antiquity,  and  pursuing  the  operations  of  gifted  in- 
tellects, in  later  times,  his  mind  becomes  well  stored  with 
knowledge,  and  he  is  fitted  not  only  for  intercourse  with  the 
learned  throughout  the  world,  but  for  general  usefulness. 

It  is  urged  that  the  dead  languages  are  not  necessary  nor 
used  in  the  intercourse  and  business  of  life  even  by  the 
scholar,  and  that  the  time  spent  m  acquiring  them  is,  as  to 
all  practical  results,  lost.  But  the  committee  do  not  con- 
sider this  objection  well  founded.  Who  would  consent  to 
part  with  the  mental  discipline  the  study  of  algebra  imposes, 
or  direct  the  student  to  lay  aside  Euclid  because  the  perfect 
arrangement  of  the  signs  of  the  one,  or  the  problems  and 
demonstrations  of  the  other,  may  not  be  directly  and  prac- 
tically useful  to  men  of  business  ?  These  exercises  give  vigor 
to  the  mind,  generate  a  habit  of  close  and  connected  thought, 
and  prepare  the  student  for  the  successful  use  of  the  materi- 
als he  may  have  derived  from  miscellaneous  learning.  But  the 
reasons  for  dispensing  with  the  study  of  classical  literature 
are  not  more  cogent,  resting  as  they  do,  on  the  inadmissible 
postulate,  that  the  student  should  be  confined  lo  merely 
practical  learning. 

The  study  of  Greek  as  a  branch  of  elementary  education, 
not  only  discloses  the  degree  of  perfection  to  which  lan- 
guage was  early  carried  and  its  susceptibility  of  almost  math- 
ematical precision,  as  a  mean  of  communication,  but,  at  the 
same  time,  brings  the  student  to  the  contemplation,  and  to 
an  intimate  knowledge  of  a  most  extraordinary  and  unexam- 
pled people,  whose  intellectual  history  exhibits  unrivalled 
success,  and  must  continue  through  the  progress  of  time  to 
be  an  object  of  intense  and  augmenting  interest.  If  for  no 
other  reason,  as  the  means  of  cultivating  a  knowledge  of  the 


54  Report  on  a  Course  of  Liberal  Education. 

philosophy  and  powers  of  language,  and  improving  taste, 
and  style,  the  ancient  languages  should  be  early,  faithfully 
and  persevcringly  studied. 

The  utility  of  classical  literature  to  the  learned  professions 
however,  presents  a  further  and  in  the  opinion  of  the  com- 
mittee, a  strong  motive  for  its  holding  a  prominent  place  in 
the  course  of  collegiate  studies.  High  respectability  without 
its  aid,  may  indeed  be  attained,  as  it  has  been,  by  lawyers  of 
extraordinary  mental  endowments,  but  such,  it  is  presumed, 
will  generally  be  found  to  lament  their  inability  to  command 
the  rich  illustrations  and  embellishments,  which  the  scholar 
copiously  draws  from  classic  learning.  The  deep  and  inti- 
mate knowledge  of  the  human  character  too,  so  essential  to 
the  lawyer  and  the  statesman,  can  be  most  effectually  attain- 
ed by  exploring  and  developing  the  springs  of  human  action, 
in  all  ages.  By  the  various  comparisons  thus  instituted,  the 
indispensable  qualification  of  a  lawyer,  a  statesman,  or  a 
judjj;e,  sound  and  discriminating  judgment,  may  be  greatly 
improved,  if  not  actually  acquired.  This  inestimable  char- 
acteristic of  wisdom,  is  not  formed  by  casual  and  superficial 
views  of  men  and  things.  They  ought  to  be  studied,  investi- 
gated and  scanned  industriously,  deeply,  carefully  and  mi- 
nutely through  all  the  developments  of  history  up  to  the  an- 
cient classics,  in  their  original  language,  by  him  who  desires 
distinction  as  a  jurist  or  a  statesman. 

To  high  attainments  and  extended  usefulness  in  physic 
and  surgery,  the  importance  of  a  knowledge  of  the  Latin  and 
Greek  languages  will  hardly  be  denied,  when  it  is  recollected 
that  a  great  portion  of  the  language  of  those  arts,  even  in 
their  present  advanced  state,  has  a  classic  origin. 

Without  classical  literature,  the  Divine  will  experience  se- 
rious embarrassment  in  a  profession  of  tremendous  responsi- 
bility and  infinite  moment.  The  ancient  languages  having 
been  made  the  organ  of  communicating  revealed  religion  to 
man,  the  originals  must  be  considered  the  standard  of  accu- 
racy and  truth,  and  the  only  safe  resort  to  explain  and  re- 
move difficulties  and  doubts  too  often  occasioned  by  trans- 
lations either  ignorantly  or  wilfully  erroneous. 

In  a  matter  of  such  deep  concern,  what  teacher  will  be 
disposed  to  forego  any  available  means  of  ascertaining  the 
truth  ?  As  by  biblical  criticism,  controversies  involving  eter- 
nal interests  are  often  determined,  faithfulness  to  the  souls  of 
men  imposes  an  imperative  obligation  to  read  and  know 
the  Scriptures  in  their  original  simplicity  and  purity. 


Report,  on  a  Course  of  Liberal  Education,  6  b 

Indeed  to  dilate  on  this  point  cannot  be  necessary,  as  ig- 
norance of  classical  learning  and  the  safiest  means  of  explain- 
ing the  oracles  of  truth,  in  this  profession,  must  be  generally 
deplored.  If  then  we  desire,  in  accordance  with  the  exam- 
ple and  intentions  of  the  Fathers  and  Patrons  of  this  Institu- 
tion, to  know  and  communicate  the  truth  in  its  simphcity, 
beauty  and  force,  the  ancient  languages  will  here  become 
the  objects  of  more  intense  pursuit,  and  augmented  patron- 
age. The  single  consideration  that  divine  truth  was  com- 
municated to  man  in  the  ancient  languages,  ought  to  put  this 
question  at  rest,  and  give  to  them  perpetuity.  Besides,  clas- 
sical literature,  while  it  opens  the  most  copious  sources  of  il- 
lustration and  explanation,  enables  him  who  has  made  profi- 
ciency in  it,  with  the  more  effect,  to  press  the  performance  of 
duty. 

It  has  been  urged  that  if  the  study  of  the  ancient  langua- 
ges shall  no  longer  be  required  as  a  preliminary  of  admission 
into  the  college,  or  as  a  part  of  its  regular  course  of  studies, 
the  time  of  the  student  may  be  usefully  employed  in  acquir- 
ing a  knowledge  of  his  own  and  other  modern  languages. 
But  so  intimately  is  the  English  connected  with,  so  directly 
is  it  derived  from,  compounded  of  and  built  upon  the  ancient 
languages,  that,  to  the  thorough  knowledge  of  it,  the  study 
of  those  languages  is  indispensable.  Indeed,  these  langua- 
ges may  be  considered  the  basis  of  most  of  the  modern. 

That  the  modern  languages  most  extensively  spoken 
should  be  learned,  both  by  students  who  expect  to  be  called 
abroad,  either  by  business  or  in  pursuit  of  science,  and  by 
those  who  seek  literary  distinction,  the  committee  willingly 
concede.  But  the  readiest  way  to  acquire  the  modern  lan- 
guages in  general  use,  is  to  become  well  versed  in  the  an- 
cient, from  which  they  are  derived. 

By  a  competent  understanding  of  Latin,  it  is  generally  ad- 
mitted, the  progress  of  the  student  in  French,  is  much  facili- 
tated. The  committee  therefore,  are  satisfied,  that  in  the 
more  advanced  periods  of  collegiate  life,  when  the  student 
shall  have  made  sufficient  progress  in  the  ancient  classics, 
the  French  may  be  studied  without  any  derangement  of  the 
established  system,  and  with  great  advantage  as  a  parallel 
course.  Even  the  French,  however,  in  their  judgment  should 
not  be  substituted  for  the  classics,  either  as  a  condition  of 
admission,  or  in  the  regular  course  of  study,  or  as  a  test  of 
scholarship.  The  committee  do  not  deem  it  an  equivalent 
course.     The  Spanish  and  Italian  arc  so  easily  acquired  by 


56  Report  on  a  Course  of  Liberal  Education. 

one  who  is  versed  in  Latin,  that  they  may  well  be  considered 
as  appendages  to  it,  and  need  not  in  the  opinion  of  the  com- 
mittee, be  included  in  a  systematic  course  of  collegiate  stu- 
dies, where  this  language  is  taught ;  much  less  are  they  enti- 
tled to  precedence.  The  present  regulation  which  allows 
the  students  to  study  PVench  and  Spanish  at  their  option,  the 
committee  deem  judicious  and  proper,  and  they  are  of  opin- 
ion that  suitable  facilities  should  be  continued  to  all  who 
may  signify  their  desire  to  study  those  languages,  when 
properly  advanced  in  the  ancient. 

The  considerations  briefly  adverted  to,  in  the  necessarily 
rapid  view  which  they  have  taken  of  the  subject  referred  to 
them,  have  brought  the  committee  to  the  conclusion  that  it 
is  inexpedient  so  to  alter  the  regular  course  of  instruction,  at 
this  college,  as  to  leave  out  of  the  same,  the  study  of  the  an- 
cient languages. 

Fully  convinced  of  the  importance  of  the  thorough  study, 
and  an  accurate  knowledge  of  the  ancient  languages,  and 
believing  that  much  misconception  regarding  their  utility 
has  arisen  from  the  fact  that  they  have  been  but  partially 
studied  and  acquired,  the  committee  have  seen  with  appro- 
bation, that  within  the  last  twenty-five  years  those  languages 
have  here  received  increased  attention,  and  that  the  class- 
ical and  other  attainments  required  as  a  qualification  for  ad- 
mittance into  the  college,  have  been  considerably  aug- 
mented. The  eflTect  of  such  augmentation  has  evidently 
been  to  elevate  the  character  of  the  institution,  and  the 
standard  of  scholarship.  The  period  of  academic  prepara- 
tion having  been  prolonged,  and  consequently  the  age,  at 
which  students  will  ordinarily  apply  for  admittance  extended, 
they  are  enabled  the  more  successfully  to  pursue  the  studies 
requiring  maturity  of  intellect,  and  further  to  advance  in 
learning  and  science. 

Approving  highly  the  course  which  has  hitherto  been  pur- 
sued, the  committee  entertain  the  opinion  that  the  terms  of 
admission  may  very  properly,  be  gradually  raised  so  as  ulti- 
mately to  render  necessary,  as  a  condition  of  admission, 
much  greater  acquirements,  especially  in  the  classics,  than 
the  laws  of  the  college  at  present  prescribe.  The  commit- 
tee, however,  do  not  deem  it  advisable  that  the  corporation 
should  act  on  this  subject,  until  they  shall  have  availed  them- 
selves of  the  information  and  experience  of  the  Faculty,  and 
received  from  them  a  specific  recommendation. 

Yale  College,  September  9th,  1828. 


ia 


